Description:
This book brings together scholarship that uses Critical Race Theory (CRT) to provide a comprehensive understanding of race, racism, social justice, and experiential knowledge of African Americans' mathematics education. This volume explains how researchers, practitioners, and policymakers use CRT to examine oppression in mathematics education.
Review Quotes:
"This book addresses critical issues in mathematics education research by using mathematics as a context to foreground the racialized experiences of Black learners. The chapters in this book transcend traditional boundaries in mathematics education research by moving readers to "see" through a critical race theory lens on issues impacting the experiences of learners who are marginalized. Common to work arising from critical race theory, the contributors center race and racialization in their analysis of issues impacting mathematics teaching and learning."
--Dr. Robert Q. Berry, III, Professor of Mathematics Education, University of Virginia and President, National Council of Teachers of Mathematics
"This volume brings together critical education researchers across an array of research agendas who use CRT to challenge the current state of affairs in mathematics education. Education researchers and graduate students will be equipped with critical insights to use CRT more systematically to build race-related knowledge in the field."
--Dr. Ebony O. McGee, Association Professor of Diversity and STEM Education, Vanderbilt University