Black Language Identities: Implicit Stances and Experiences of Anti-Black Linguistic Racism in Black Mathematics Educators

• In Event: Saturday Roundtable Session 9:45 am
  In Roundtable Session: Building Brave Spaces for Truth and Equity: Activation of Critical Discourse in Theory and Praxis (Table 14)

Abstract

Drawing on Baker-Bell’s (2020) linguistic justice and Anti-Black Linguistic Justice work, we focus on the 3 categories of linguistic identities: linguistically oppressed, double-consciousness, and linguistically liberated (Baker-Bell, 2020). In an aim to extend Baker-Bell’s research on students in English classes, we explore the linguistic identities of mathematics educators. Authors (2023) conducted research to explore how Black Language Speaking mathematics educators use flexible language to teach mathematics. The research was conducted through 10 semi-structured interviews with Black Language Speaking mathematics educators to answer the research questions: How do Black Language speaking teachers support Black Language speaking students in mathematics? Three themes arose: (1) Black Language as access; (2) Black Language as community; and (3) Black language as liberation.

Authors

• Amelia Quonyelle Rivera, North Carolina State University

• Shawna A. Daniels, North Carolina State University

• Latasha Reid-Daniels, North Carolina State University

• Keith G. Martin, North Carolina State University