黑人女权主义数学教育学(BlackFMP):美国数学教育体系中性别反黑人的课程对抗

IF 1.6 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Curriculum Inquiry Pub Date : 2021-01-01 DOI:10.1080/03626784.2020.1813002
Nicole M. Joseph
{"title":"黑人女权主义数学教育学(BlackFMP):美国数学教育体系中性别反黑人的课程对抗","authors":"Nicole M. Joseph","doi":"10.1080/03626784.2020.1813002","DOIUrl":null,"url":null,"abstract":"Abstract This essay introduces Nicole Joseph’s Black Feminist Mathematics Pedagogies (BlackFMP), a theoretical and pedagogical model grounded in Black feminism and Black girlhood. BlackFMP is a framework in service of the disruption of gendered antiblackness found in the US mathematics education system. For far too long, mathematics curriculum and pedagogies have mainly served middle-class White students leaving Black girls invisible and vulnerable. Because Black girls are mischaracterized and misunderstood through deep-seeded stereotypes, they are infrequently positioned by mathematics teachers and educators as producers of mathematical knowledge. Consequently, their opportunities to develop robust mathematics identities are fragmented because of Western constructions of who is a mathematician. BlackFMP has four dimensions including: ambitious mathematics instruction, critical consciousness and reclamation, academic and social integration, and robust mathematics identities 2.0. BlackFMP is a type of Wakandian experience for Black girls whereby their intersectional identities are recognized and affirmed in the mathematics context. Implications for mathematics teachers, educators in general, curriculum developers, and Black girls and their families are discussed.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03626784.2020.1813002","citationCount":"7","resultStr":"{\"title\":\"Black Feminist Mathematics Pedagogies (BlackFMP): A curricular confrontation to gendered antiblackness in the US mathematics education system\",\"authors\":\"Nicole M. Joseph\",\"doi\":\"10.1080/03626784.2020.1813002\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract This essay introduces Nicole Joseph’s Black Feminist Mathematics Pedagogies (BlackFMP), a theoretical and pedagogical model grounded in Black feminism and Black girlhood. BlackFMP is a framework in service of the disruption of gendered antiblackness found in the US mathematics education system. For far too long, mathematics curriculum and pedagogies have mainly served middle-class White students leaving Black girls invisible and vulnerable. Because Black girls are mischaracterized and misunderstood through deep-seeded stereotypes, they are infrequently positioned by mathematics teachers and educators as producers of mathematical knowledge. Consequently, their opportunities to develop robust mathematics identities are fragmented because of Western constructions of who is a mathematician. BlackFMP has four dimensions including: ambitious mathematics instruction, critical consciousness and reclamation, academic and social integration, and robust mathematics identities 2.0. BlackFMP is a type of Wakandian experience for Black girls whereby their intersectional identities are recognized and affirmed in the mathematics context. Implications for mathematics teachers, educators in general, curriculum developers, and Black girls and their families are discussed.\",\"PeriodicalId\":47299,\"journal\":{\"name\":\"Curriculum Inquiry\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2021-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/03626784.2020.1813002\",\"citationCount\":\"7\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Curriculum Inquiry\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/03626784.2020.1813002\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Curriculum Inquiry","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/03626784.2020.1813002","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 7

摘要

摘要本文介绍了妮可·约瑟夫的黑人女权主义数学教育学(BlackFMP),这是一种基于黑人女权主义和黑人少女时代的理论和教学模式。BlackFMP是一个为打破美国数学教育系统中的性别反黑人现象而服务的框架。长期以来,数学课程和教学法主要为中产阶级白人学生服务,让黑人女孩隐形和脆弱。由于黑人女孩因根深蒂固的刻板印象而被错误描述和误解,数学教师和教育工作者很少将她们定位为数学知识的生产者。因此,由于西方对数学家的理解,他们发展稳健数学身份的机会被分散了。BlackFMP有四个维度,包括:雄心勃勃的数学教学、批判性意识和开垦、学术和社会融合以及稳健的数学身份2.0。黑人FMP是黑人女孩的一种Wakandian体验,在数学背景下,她们的交叉身份得到了认可和肯定。讨论了对数学教师、一般教育工作者、课程开发人员以及黑人女孩及其家庭的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Black Feminist Mathematics Pedagogies (BlackFMP): A curricular confrontation to gendered antiblackness in the US mathematics education system
Abstract This essay introduces Nicole Joseph’s Black Feminist Mathematics Pedagogies (BlackFMP), a theoretical and pedagogical model grounded in Black feminism and Black girlhood. BlackFMP is a framework in service of the disruption of gendered antiblackness found in the US mathematics education system. For far too long, mathematics curriculum and pedagogies have mainly served middle-class White students leaving Black girls invisible and vulnerable. Because Black girls are mischaracterized and misunderstood through deep-seeded stereotypes, they are infrequently positioned by mathematics teachers and educators as producers of mathematical knowledge. Consequently, their opportunities to develop robust mathematics identities are fragmented because of Western constructions of who is a mathematician. BlackFMP has four dimensions including: ambitious mathematics instruction, critical consciousness and reclamation, academic and social integration, and robust mathematics identities 2.0. BlackFMP is a type of Wakandian experience for Black girls whereby their intersectional identities are recognized and affirmed in the mathematics context. Implications for mathematics teachers, educators in general, curriculum developers, and Black girls and their families are discussed.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Curriculum Inquiry
Curriculum Inquiry EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
17.60%
发文量
37
期刊介绍: Curriculum Inquiry is dedicated to the study of educational research, development, evaluation, and theory. This leading international journal brings together influential academics and researchers from a variety of disciplines around the world to provide expert commentary and lively debate. Articles explore important ideas, issues, trends, and problems in education, and each issue also includes provocative and critically analytical editorials covering topics such as curriculum development, educational policy, and teacher education.
期刊最新文献
Borderland teaching of Chinese American teachers with Mexican American students “Salt preserves”: A curriculum of salt in The Autobiography of Mary Prince Fragments of reaching home: Curriculum as embodied lived experiences in a transnational Indigenous educational journey Mobilizing femme pedagogy in sexuality education in New Brunswick, Canada Reviewers for Volume 53
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1