Pedagogical Activism in Mathematics Education During the Civil Rights Movement

• In Event: What Does it Take to Maximize HQIM's Potential to Support Math Instruction and Student Flourishing?

Abstract

Our hopes for mathematics materials are rooted in their potential to serve as tools for liberation, cultural affirmation, and critical consciousness. While mathematics is often perceived as neutral or apolitical, it holds transformative power when contextualized within teachers’ and students’ lived experiences and histories. We envision mathematics materials that not only support conceptual understanding but also affirm identity, foster agency, and build bridges between learners, their communities, and the broader world. High-quality instructional materials (HQIM) should not merely deliver content; they should cultivate curiosity, joy, and a sense of purpose in learning mathematics.

Methods

We conducted a secondary analysis of 12 oral history interviews with Black former mathematics educators who taught during the Civil Rights Movement. These educators, primarily located in the American South, shared their experiences teaching mathematics amid the social and political upheaval of the era. All interviews were recorded, transcribed, and verified through member checking to ensure historical accuracy. Our analysis involved coding transcripts at the stanza level and composing analytic memos to explore three central questions:
1. How did these educators engage in pedagogical activism with their students?
2. What events or educational experiences shaped their activist pedagogical lens?
3. How did they serve as mentors and advocates for Black learners during integration?

Findings

The findings highlight the educators’ pedagogical activism, shaped by their beliefs about teaching and learning, their formative experiences, and their advocacy for Black students. These teachers emphasized the importance of community and partnerships in education, drawing from their own schooling to shape inclusive, culturally grounded learning environments. While many did not self-identify as Civil Rights activists, their pedagogical choices reflected core tenets of activism: teacher awareness, open-mindedness, and an ethic of care.

Their teaching embodied culturally relevant pedagogy (CRP), including cultural competence, critical consciousness, and a commitment to student learning. Mathematics instruction was a key site for this work, with teachers using the subject to build academic success and life skills, while also revealing the joy and real-world relevance of mathematics. Their professional experiences, ranging from Jim Crow-era schooling to teacher preparation programs focused on social justice, further informed their activist stance. Some recounted interactions with prominent Civil Rights leaders, including Dr. Martin Luther King Jr.

During the era of school integration, these educators became frontline advocates for Black students, navigating systemic resistance, racial hostility, and inequitable educational practices. They supported students through bomb threats, biased tracking systems, and exclusion from advanced coursework, all while maintaining high expectations and nurturing student potential.

Significance

This study contributes to the growing scholarship on Black educators’ roles during the Civil Rights Movement, particularly in mathematics education. It underscores the enduring value of community engagement and CRP in advancing equity. The teachers’ recollections offer critical insights for today’s educators, especially amid renewed resistance to culturally responsive education. By preserving and learning from these histories, we can better support Black learners with identity affirming HQIM and reimagine mathematics education as a site of liberation and joy.

Authors

• Robert Q. Berry, Indiana University

• Casedy A. Thomas, Virginia Polytechnic Institute and State University