(Re)claiming an activist identity as criticalmathematics educators: addressing anti-black racism because #BlackLivesMatter

Abstract In the 8th annual meeting of the International Mathematics Education and Society (MES-8), Martin (2015) asked the critical question, “where does critical mathematics education stand, and demonstrate unequivocal action, against anti-black racism, racial terror, and global white supremacy?” This question marked a call to action for criticalmathematics educators to think not only about the liberatory and emancipatory possibilities of mathematics education, but to specifically address race and racism more explicitly as a field. Using Powell’s (2012) “futuristic definition” of a criticalmathematics educator as mathematician, educator, and activist, the authors argue that while criticalmathematics educators have successfully pushed educators to consider improved pedagogical strategies for greater equity, more social action is needed to fight racism. The authors advocate for greater attention to Martin’s call to action and the need for criticalmathematics educators to actively and explicitly engage in more unequivocal action against global white supremacy and anti-black racism.  Resumen Durante el 8vo Encuentro Internacional Matematicas Educacion y Sociedad (MES-8), Martin (2015) planteo una cuestion fundamental, “?En donde se posiciona la educacion matematica critica y demuestra accion inequivoca contra el racismo anti-negro, el terror racial y la supremacia blanca global? Esta pregunta marca un llamado a la accion para los educadores matematicos criticos a pensar no solamente en las posibilidades liberadoras y emancipadoras de la educacion matematica, sino de abordar de manera mas explicita y especificamente la raza y el racismo. Usando la “definicion futurista” de Powell (2012) de educador matematico critico como matematico, educador y activista, las autoras plantean que aunque los educadores matematicos criticos han conducido exitosamente a que los educadores consideren mejores estrategias pedagogicas para alcanzar una mayor equidad, es necesaria mas accion social para luchar contra el racismo. Las autoras abogan por una mayor atencion al llamado a la accion que hizo Martin y a la necesidad de que los educadores matematicos criticos se involucren activa y explicitamente en mas acciones inequivocas en contra de la supremacia blanca global y el racismo anti-negro