Leading for Justice, Leading for Learning: Conceptualizing Leadership for Antiracist Mathematics Teaching and Learning

• In Event: Leading Powerful Equity-Oriented Instruction

Abstract

Both the education leadership and mathematics education fields have operated under the implicit theory of action that if teachers are supported to learn and provide high-quality instruction, every student will gain equitable access to learning opportunities. However, racism continues to shape mathematics teaching and learning, challenging the wisdom of this approach. Scholars are working to document and conceptualize both anti-racist leadership and anti-racist mathematics teaching, but have yet to explain how to integrate these practices. We offer a preliminary framework to conceptualize leadership for anti-racist, ambitious mathematics instruction drawn from anti-racist mathematics and leadership literature and refined through feedback from scholars and practitioners.

Authors

• Jessica G. Rigby, University of Washington

• Stephanie R. Forman, University of Washington

• Elham Kazemi, University of Washington