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|Title:||Missing the Brilliance of Scholars of Color: Mathematics Teacher Educator Discourse in a white Zone of Proximal Development|
|Authors:||Scroggins, Ashley D|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Scroggins, A. D., Hand, V., Bartell, T., Byun, S., Herbel-Eisenmann, B., & Koestler, C. (2018). Missing the Brilliance of Scholars of Color: Mathematics Teacher Educator Discourse in a white Zone of Proximal Development. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.|
|Abstract:||In this paper, we describe and critically examine how white mathematics educators participated in the perpetuation of mathematics education as a white institutional space and zone of proximal development. Following Martin (2008) and Leonardo and Manning (2017), whiteness is examined as a series of discursive moves that frame and guide activity among a group of mathematics teacher educators. The paper examines mechanisms through which white researchers, working with a racially diverse team on professional development (PD) for mathematics teachers, instantiated an institutional space of whiteness despite the expressed goal of all of the researchers and designers of the PD to interrupt sociopolitical injustice in mathematics education. The analysis uses empirical examples from a particular conversation about the PD design process that we argue discursively maintains whiteness as the overarching frame of the joint activity.|
|Appears in Collections:||ICLS 2018|
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