Gatekeeping in Mathematics for Social and Racial Justice: Reflections on a Conversation Among Colleagues
Abstract
Many educators personally value social justice and antiracism. However, personal identities, the perception of competing mathematics and social justice goals for teaching, and public discourses and policies can create barriers to realizing these commitments in mathematics classrooms. In this commentary, we share excerpts from one of our many conversations with connections to current literature and selected artifacts representing gatekeepers to social justice and antiracist mathematics. In addition to framing the gatekeepers, we highlight productive points of change for educators navigating tenuous situations in their schools and communities.
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