Addressing Dehumanizing Mathematical Practices: Using Supervisory Leaders' Experiential Knowledge to Transform the Mathematics Classroom

Autor/inn/en	Mudd, Allison; Livers, Stefanie D.; Acklin, Artavia; Acklin, Tommy; Harper, Linda D.; Davis, Tiffany
Titel	Addressing Dehumanizing Mathematical Practices: Using Supervisory Leaders' Experiential Knowledge to Transform the Mathematics Classroom
Quelle	In: Journal of Educational Supervision, 4 (2021) 2, S.45-64, Artikel 3 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Disadvantaged; Critical Theory; Race; Minority Group Students; Racial Bias; Social Justice; Criticism; Personal Narratives; Principals; Elementary Schools; Middle Schools; Special Education Teachers; Sociocultural Patterns; High Schools; Administrator Attitudes; Teaching Experience; Educational Policy; Educational History; School Safety; Stereotypes; African Americans + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; Racial discrimination; Rassismus; Soziale Gerechtigkeit; Kritik; Erlebniserzählung; Principal; Schulleiter; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Soziokulturelle Theorie; High school; Oberschule; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Klischee; Afroamerikaner
Abstract	Deficit language concerning historically marginalized students pervades much of education today. Black, Brown, and Indigenous children experience marginalization and dehumanizing practices in classrooms instead of participating in a safe space to learn and grow. For this paper we employ a crucial component from Critical Race Theory to address systemic racism in schools: we listen to the lived experiences of professionals of color. These personal narratives open avenues for social justice through critiquing current and historical political, economic, and sociocultural practices and policies. This study examined how four Black collaborators -- one high school principal, one middle school principal, one elementary principal, and one special education teacher -- each with decades of instructional experience, address four key dehumanizing practices students of color experience in classrooms across the country in their own supervision practices. (As Provided).
Anmerkungen	University of Maine College of Education and Human Development. 334 Merrill Hall, University of Maine, Orono, ME 04469. Web site: https://digitalcommons.library.umaine.edu/jes/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01