Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/10266
Title: Anti-Black Racism & Mathematics: Designs for Intentionally Fostering Courageous Conversations in a Knowledge Building Community
Authors: Akyea, Thelma
Ma, Leanne
Keywords: Learning Sciences
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: Akyea, T. & Ma, L. (2023). Anti-black racism & mathematics: Designs for intentionally fostering courageous conversations in a Knowledge Building community. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 329-336). International Society of the Learning Sciences.
Abstract: In recent years, there has been growing attention in the learning sciences to address fundamental assumptions surrounding the nature of knowing and learning together, with renewed urgency to intentionally design for more equitable classroom practices. This study explores the implementation of a principles-based approach to designing an anti-racist mathematics classroom focused on fostering students’ critical data literacy skills. Over the course of one semester, a grade 8 teacher engaged her students in critical conversations about carding in Toronto through sustained engagement with authoritative sources, real-world datasets, student-generated theories in Knowledge Building circles and Knowledge Forum. Qualitative analyses reveal the power of using analytic tools to restructure power dynamics in the classroom, as well as the critical role of idea diversity in helping students arrive at rise above theories of systemic oppression. Educational and moral implications of this work are discussed within the context of growing inequities in today’s societies.
Description: Long Paper
URI: https://doi.org/10.22318/icls2023.342341
https://repository.isls.org//handle/1/10266
Appears in Collections:ISLS Annual Meeting 2023

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