Constant Critical Reflexivity: Engaging in an Archaeology of Self to Promote Racial Literacy in a Math Teacher Education Program
Author:
Affiliation:
1. Department of Instructional Leadership and Academic Curriculum, University of Oklahoma, Norman, Oklahoma, USA
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/00131725.2022.2126051
Reference53 articles.
1. A Framework for Understanding Whiteness in Mathematics Education
2. Increasing Racial Isolation and Test Score Gaps in Mathematics: A 30-Year Perspective
3. Access to Upper-Level Mathematics: The Stories of Successful African American Middle School Boys
4. School Effects: Examining the Race Gap in Mathematics Achievement
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