“Educational Facials”: Rejuvenation for Women of Color Mathematics and Science Teacher Educators Navigating Oppression

• In Event: Thursday Roundtable Session 9:00 am
  In Roundtable Session: Girls and Women of Color in STEM Education: Amplifying Voices and Experiences (Table 17)

Abstract

Critical teacher educators of Color often work to educate and support their teacher candidates to work toward justice (e.g., Kohli & Pizarro, 2022). However, because we live and work in a society imbued with white supremacy and additional systems of oppression (e.g., Kelley, 2002), candidates and colleagues may resist our call to dismantle racial injustice (e.g., Picower, 2012), especially in mathematics and science teacher education (e.g., Aguirre, 2009). This paper explores two women of Color mathematics and science teacher educators’ analysis and navigation of harmful teacher education spaces, offering suggestions to disrupt problematic narratives in mathematics and science education. We offer suggestions for systemic change “to imagine boldly what education spaces free of racial injustice can look like.”

Authors

• Kari Kokka, University of Nevada - Las Vegas

• Michelle Cody, Willie L. Brown Jr. Middle School