Grappling With the Messiness of Becoming Antiracist Educators Through Learning our Historias

Abstract

We use vignettes from two research projects to illustrate how we seek to engage with the messiness of becoming antiracist educators. We show how we center historias in mathematics to affirm individual experiences and create opportunities to disrupt white supremacy in math education. We find that such work is complex and nuanced, requires deep and critical engagement from researchers and prospective elementary teachers, and entails creating authentic relationships that allow for vulnerability and foster solidarity within and beyond institutional contexts.