Mentoring Prospective Teachers to Disrupt Racial Injustices in Secondary Mathematics Classrooms (Poster 5)

• In Event: Invited Division G Vice Presidential Poster Session

Abstract

Mathematics classrooms have long been sites of racial injustices being described as places of
trauma (Matthews, 2018), an extension of the carceral state (Bullock & Meiners, 2019), and a
tool of white supremacy (Martin, 2009). Drawing on Critical Race Theory’s commitment to
counter-storytelling (Solorzano & Yosso, 2002), this study disrupts conventional framings of the
mentor teacher-student teacher relationship to center ways mentor teachers work to reimagine
mathematics classrooms and challenge injustices perpetuated by mathematics. This is important
because uplifts the experiential knowledges brought by mentor teachers of Color and their
co-conspirators in disrupting the white-centered sociocultural contexts mathematics education
often reproduces.

Author

• Sheila Orr, University of Tennessee