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Modeling Vulnerability: Confronting White Supremacy in Our Mathematical Policies, Practices, and Ourselves
No full textSchool districts’ anti-racist efforts often fail to consider the prevailing culture in which this work is situated: one of whitesupremacy. In this piece, we detail efforts of district-level mathematics leaders to engage building-level leaders in thenaming, critically reflecting on, and finally taking action to redress racism in mathematics policy and practice. We shareconcrete examples of how the characteristics of White Supremacy Culture (WSC) and the levels of racism are at play indecisions around assessments, curriculum pacing guidelines, and course pathways. We hope our story will inspire others toengage leaders in reflection about their role in challenging long-standing inequities and actualizing anti-racism
On the Meaning of Young Children’s Mathematics Learning
No full textThrough events of kindergarten children learning mathematics, I examine how experiences can shape an idea of what mathematics is and what its purposes are. I question how mathematics is experienced by young children in schools, how those experiences may shape students’ perceptions of mathematics, and how teachers can disrupt the unintentional messages that mathematics teaching can convey. I pose that mathematics instruction should foster children’s understanding of how their worldviews shape their perceptions of the discipline; allowing them to experience mathematics as a resource to problem-solve and think about the realities of the world around them
Helping Preservice Teachers Connect to Students, Subject, and Self
No full textEffective teaching involves connecting to the strengths of all students. Teacher candidates need opportunities to explore their own identities, while also finding ways to relate to the assets and perspectives their students bring to the classroom. It is critical that they recognize the strengths of multilingual students. This article shares two experiences that can help teacher candidates consider these elements within the context of mathematics in meaningful ways
Cover - Combined Issue - Black Experience & Critical Race Theory
No full textNew combined issue from DSJ - Being Black in the U.S. & Critical Race Theory in Adult Education!
Learning to Leverage Obstacles, Resources, and Strategies in Math Classes With Multilingual Learners
No full textMathematics teachers must be ready for diverse classrooms, where students who are multilingual learners (MLs) bring new dimensions to the teaching and learning. While MLs face obstacles to learning particular to their linguistic and cultural background, they also bring resources and strengths to bear that can be applied to teaching and learning. We have developed a Challenge-Based Instructional activity to help teachers leverage their experiences of teaching math to ML students, to better understand the obstacles and resources, and to select more effective pedagogical strategies particular to this context. This paper reports the benefits teachers gain in implementing this activity
Effects of an Online Emotion Socialization Intervention for Parents of At-Risk Preschoolers Enrolled in Head Start During a Global Pandemic
No full textChildren from low-income families experience greater developmental risk factors, suggesting the need for evidence-based social-emotional interventions to support children and their families. This study explored the engagement, effectiveness, and acceptability of an unstudied online version of an evidence-based emotion-focused intervention – Tuning in to Kids Online (TIKOL). This pilot study within a small Head Start sample demonstrated that parents watched, on average, 97% of the ten modules across the program duration, and all reported using “quite a few” of the parenting skills taught. Outcome data revealed significant improvements in employing an emotion coaching parenting style. Distressing reactions and parent-reported child conduct problems both decreased. There were no significant reductions in emotion dismissing beliefs. High levels of treatment acceptability were reported. Treatment engagement, effectiveness, and acceptability findings from this pilot TIKOL intervention study support the need to study this accessible, online version of a well-supported parenting program approach
Flags of Latin America: Culturally Relevant Learning Experiences With Technology to Enhance Geometry and Algebra Concepts
No full textThis article highlights flags from various Latin American countries as a springboard for implementing culturally relevant learning experiences within the mathematics curriculum. It provides middle school and high school math teachers, as well as college instructors, with examples of learning experiences to engage students in culturally relevant activities. These activities build a connection between geometry and algebra concepts while at the same time extending the knowledge of technology tools such as Google Sheets Pixel Art, Computer Numerical Control Machines, GeoGebra, and Desmos. Finally, discussing flags encourages dialog about different cultures and enhances global awareness and cultural competence
When Bharatanatyam Moved from the Popular to the Classical
No full textThis paper is abstracted from my larger research where I study the aesthetics of Bharatnatyam through the axis of spectacularization of the Bharatanatyam body at different points of its history. This paper specifically deals with the period between the end of 1950s and 1970s which set off the rupture from the popular aesthetics in the movies to the classical aesthetic in the mainstream Bharatanatyam world outside of it. This period led to the complete transition of transmission techniques to a tertiary model of learning from its primary habitus in hereditary practitioner households spearheaded as early as 1936 by Rukmini Arundale through her institution of mass learning and transmission, Kalakshetra. Several dance schools mushroomed among the Bharatantyam middle and upper class, largely populated by upper caste, brahmin female students of hereditary Nattuvanar teachers following the lead set by Arundale’s tertiary model of transmission. This period was punctuated by a loss of dancing bodies, practices and methods that irrevocably impacted how dance is being transmitted, presented and assimilated by the Bharatnatyam field today. 
Roof/Room Pieces: An Ethnography of Lockdown Lives, and Digital Perfor- mances of Rabindranritya
No full textThis essay is an exploration of precarity and sociality within performing arts in India. It analyses dances made digitally for audiences during the COVID-19 pandemic (2020-21) and engages with scholarly literature and movement system with reference to Bengali polymath Rabindranath Tagore (1861-1941) and forms of dance identified as rabindranritya. Interpreted through interdisciplinary research methods of digital ethnography, questionnaires, content analysis and dance studies, the essay aims to understand why some of us continued to dance through the global pandemic. I focus on YouTube as a site of research as we realize that technology’s relationship with human and arts have now evolved and ‘liveness’ could be optional. I question various forms of precarity in arts industries through respondents’ answers and observe what notions of sociality are exchanged between the performer and their audience. I bring to light the mundane and vibrant of the quotidian lockdown lives of performers who remained cloistered at home, but with cameras on them, how they seized the pandemic precarity and continued dancing with a sense of immediacy and new kinds of intimacy, communicating their imaginations and emotions and bridging social- temporal-spatial distances.