Unforgetting the Past and Imagining Futures of Bilingual Teachers in Mathematics: A LatCrit Approach

• In Event: AERA Roundtable Session Friday 11:45 am - Gold 1
  In Roundtable Session: Unforgetting and Reimagining: Teacher Identities Across Languages and Contexts

Abstract

In this study, we examine the mathematics experiences of bilingual Latine elementary teachers through a Latine Critical Theory (LatCrit) lens. Drawing on interviews with seven novice bilingual teachers, we analyzed how race, gender, language, and other social markers shaped their mathematical subjectivities and teaching practices. Teachers shared stories of success and oppression in their schooling, including language-based inclusion or exclusion and racialization. Teachers also reclaimed bilingualism as a strength in the context of mathematics. Their stories reveal mathematics as both a site of joy or harm, advocacy, and cultural affirmation. This study contributes to equity-focused mathematics education research by offering counter stories that center bilingual Latine educators and by imagining humanizing, identity-affirming futures in mathematics through the lens of LatCrit.

Authors

• Weverton Ataide Pinheiro, Texas Tech University

• Ufomanefe Shola Kayode, Texas Tech University

• Bernard J. Wekullo, Texas Tech University

• Romario Montaño-Ramos, Texas Tech University

• Linnie Greenlees, Texas Tech University

• Elyssa Cherry Shive, Texas Tech University

• Joseph L. Leyva, Texas Tech University

• Steven Colmus, Texas Tech University

• Delia Carrizales, Texas Tech University

• Fernando Valle, Texas Tech University