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

Autor/in	Velasco, Richard Carlos L.
Titel	Constant Critical Reflexivity: Engaging in an Archaeology of Self to Promote Racial Literacy in a Math Teacher Education Program
Quelle	In: Educational Forum, 87 (2023) 3, S.177-191 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Velasco, Richard Carlos L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1725
DOI	10.1080/00131725.2022.2126051
Schlagwörter	Preservice Teachers; Mathematics Instruction; Racial Factors; Race; Multiple Literacies; Criticism; Racism; Critical Race Theory; Preservice Teacher Education; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Rasse; Abstammung; Kritik; Rassismus; Lehramtsstudiengang; Lehrerausbildung
Abstract	Racial literacy is critical pedagogy that seeks to end racism. Developing racial literacy in math teacher education programs is a crucial step in preparing preservice 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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01