Literaturnachweis - Detailanzeige
Autor/inn/en | Joseph, Nicole M.; Hailu, Meseret F.; Matthews, Jamaal Sharif |
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Titel | Normalizing Black Girls' Humanity in Mathematics Classrooms |
Quelle | In: Harvard Educational Review, 89 (2019) 1, S.132-155 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0017-8055 |
Schlagwörter | African American Students; Females; Mathematics Instruction; Gender Bias; Racial Bias; Equal Education; Social Justice; Teaching Methods; Humanization; Adolescents; Middle School Students; High School Students; United States History; Student Experience; Interaction; Teacher Student Relationship; Power Structure; Urban Schools; Student Attitudes; Student Needs; New Jersey African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Mathematics lessons; Mathematikunterricht; Geschlechterstereotyp; Racial discrimination; Rassismus; Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Humanisierung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Studienerfahrung; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schülerverhalten |
Abstract | In this article, Nicole Joseph, Meseret Hailu, and Jamaal Matthews argue that Black girls' oppression in the United States is largely related to the dehumanization of their personhood, which extends to various institutions, including secondary schools and, especially, mathematics classrooms. They contend that one way to engage in educational equity and social-justice-focused education is to teach Black girls in the classroom in a way that is humanizing. With this idea in mind, they explore relationships between Black girls' humanity and mathematics teaching and learning. Using interviews with ten Black adolescent girls representing varying levels of engagement in mathematics and enrolled in middle and high school math courses, the authors argue that inclusive pedagogies can be used to humanize this marginalized student group. (As Provided). |
Anmerkungen | Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://hepg.org/her-home/home |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |