Constant Critical Reflexivity: Engaging in an Archaeology of Self to Promote Racial Literacy in a Math Teacher Education Program

被引：1

作者：

Velasco, Richard Carlos L. ^{[1
]}

机构：

[1] Univ Oklahoma, Dept Instruct Leadership & Acad Curriculum, 820 Van Vleet Oval, Norman, OK 73019 USA

来源：

EDUCATIONAL FORUM | 2023年 / 87卷 / 03期

关键词：

Archaeology of Self; math teacher education; racial literacy; racial literacy development; RACE; MATHEMATICS; ANTIRACISM; GAP;

D O I：

10.1080/00131725.2022.2126051

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Racial literacy is critical pedagogy that seeks to end racism. Developing racial literacy in math teacher education programs is a crucial step in preparing pre-service teachers to acknowledge and resist prejudiced and racist math teaching policies and practices before they enter the K-12 classroom. In this essay, I unpack and share how I engaged in critical reflexivity and an Archaeology of Self to promote racial literacy and antiracist pedagogy in my MTEP courses.

引用

页码：177 / 191

页数：15