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ERIC Number: EJ1214324
Record Type: Journal
Publication Date: 2019
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1361-3324
Equity, Inclusion, and Antiblackness in Mathematics Education
Martin, Danny Bernard
Race, Ethnicity and Education, v22 n4 p459-478 2019
Despite decades of equity- and inclusion-oriented discourse and reform in mathematics education, Black learners in the U.S. continue to experience dehumanizing and violent forms of mathematics education. I suggest that equity for Black learners in mathematics education is a delusion rooted in the fictions of white imaginaries, contingent on appeasing white logics and sensitivities, and characterized at best by incremental changes that do little to threaten the maintenance of racial hierarchies inside or outside of mathematics education. Moreover, the forms of inclusion offered up in equity-oriented discourses and reforms represent contexts of containment and enclosure that keep Black people in their same relative position. Refusal is suggested as a strategy for Black learners to resist the anti-Black character of mathematics education, and as a first step in actualizing forms of mathematics education that are worthy of Black learners.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A