Antiracist Care in a Linguistically Diverse Mathematics Classroom: A Case Study
Abstract
In a case study of one high school mathematics teacher in a Midwestern public high school, we present findings on the ways in which she draws on her cultural wealth as a Middle Eastern woman to make her teaching both effective and caring across multiple racial-ethnic groups. While many of her students share her ethnic background, her classroom is linguistically and culturally diverse. Her effectiveness is explained not by role model effects alone, but by three specific features of her practice: reflection, responsivity, and a quality we have termed strategic caring.
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