Restoring Mathematics Identities of Black Learners: A Curricular Approach
Black learners are subject to systemic physical, symbolic, and epistemological violence in mathematics classrooms. Such violence has negative ramifications for Black children's mathematics learning and identity development. The authors argue that space should be made within the mathematics clas...
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| Published in | Theory into practice Vol. 58; no. 4; pp. 347 - 358 |
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| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Columbus
Routledge
02.10.2019
Taylor & Francis, Ltd Ohio State University, College of Education |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0040-5841 1543-0421 |
| DOI | 10.1080/00405841.2019.1626620 |
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| Abstract | Black learners are subject to systemic physical, symbolic, and epistemological violence in mathematics classrooms. Such violence has negative ramifications for Black children's mathematics learning and identity development. The authors argue that space should be made within the mathematics classroom to repair the harm caused by this violence. This article describes an identity-based curriculum, Mathematics for Justice, Identity, and meta-Cognition (or MaJIC), that provides a form of mathematics therapy through a restorative justice framework. The Silhouette Activity is highlighted as one approach that allows Black mathematics learners to engage in a restorative process of writing and drawing the internal and external messages they receive as mathematics doers and knowers. |
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| AbstractList | Black learners are subject to systemic physical, symbolic, and epistemological violence in mathematics classrooms. Such violence has negative ramifications for Black children's mathematics learning and identity development. The authors argue that space should be made within the mathematics classroom to repair the harm caused by this violence. This article describes an identity-based curriculum, Mathematics for Justice, Identity, and meta-Cognition (or MaJIC), that provides a form of mathematics therapy through a restorative justice framework. The Silhouette Activity is highlighted as one approach that allows Black mathematics learners to engage in a restorative process of writing and drawing the internal and external messages they receive as mathematics doers and knowers. |
| Author | Gholson, Maisie L. Robinson, Darrius D. |
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| Cites_doi | 10.1080/1361332052000341033 10.5951/jresematheduc.45.3.0288 10.3102/0002831211423972 10.5951/jresematheduc.39.5.0464 10.1111/1467-8624.00421 10.5951/jresematheduc.39.4.0357 10.1515/9780804779142 10.1007/978-3-319-77760-3_12 10.5951/jresematheduc.46.5.0599 10.3102/0091732X16686950 10.5951/jresematheduc.44.1.0316 10.1080/10511970.2016.1172689 10.1111/curi.12015 10.5951/jresematheduc.47.5.0454 10.1353/book45135 10.1002/cd.149 10.1111/edth.12129 10.1177/1541344615587111 10.5951/jresematheduc.47.3.0233 10.1080/00405849509543676 10.1080/00220973.2014.919570 |
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| SubjectTerms | Black students Children Learning Mathematics Mathematics education Metacognition Therapy Violence Writing processes |
| Title | Restoring Mathematics Identities of Black Learners: A Curricular Approach |
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