持续的批判反身性:在数学教师教育计划中从事自我考古以促进种族素养

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH EDUCATIONAL FORUM Pub Date : 2022-10-12 DOI:10.1080/00131725.2022.2126051

R. Velasco

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引用次数: 0

摘要

种族素养是一种旨在终结种族主义的批判性教育学。在数学教师教育项目中培养种族素养是使职前教师在进入K-12教室之前，能够承认和抵制偏见和种族主义的数学教学政策和做法的关键一步。在这篇文章中，我打开并分享了我如何在我的MTEP课程中从事批判性反思和自我考古，以促进种族素养和反种族主义教学法。

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Constant Critical Reflexivity: Engaging in an Archaeology of Self to Promote Racial Literacy in a Math Teacher Education Program

Abstract Racial literacy is critical pedagogy that seeks to end racism. Developing racial literacy in math teacher education programs is a crucial step in preparing preservice teachers to acknowledge and resist prejudiced and racist math teaching policies and practices before they enter the K–12 classroom. In this essay, I unpack and share how I engaged in critical reflexivity and an Archaeology of Self to promote racial literacy and antiracist pedagogy in my MTEP courses.

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