This session, presented by a learning community of early career teachers, offers classroom examples of how principles of Ethnic Studies pedagogy can be infused into PK-5 math teaching. We will examine and discuss student work and classroom artifacts that show how teachers have created learning math experiences for children that are culturally relevant, community responsive, and humanizing. We will also discuss how our co-designed teacher learning community has helped us stay nourished and inspired as math educators while we navigate constraining systems of schooling and fraught sociopolitical contexts.
Being a new teacher is exciting and challenging. How can new teachers, especially those committed to teaching in equitable and humanizing ways, be supported to thrive (instead of just survive)? Join us as we share how one group of new teachers and their former math education professor supported each other through critical friendship in a monthly community of practice. What are early-career teachers grappling with as they strive to teach in equitable ways? How can you support early career teachers? Come find out and connect with us!
What can we learn from historically marginalized math practitioners from an intersectional perspective? How do we translate these findings to the daily math classroom? A 2022 Institute for Social Policy and Understanding poll reported that Muslims experience higher levels of religious discrimination than any other religious groups and that 68% have experienced Islamophobia with higher rates for American-born young adults and women (~80%). In this dynamic, collaborative workshop, participants will apply statistics on Islamophobia through a humanizing and qualitative orientation by engaging in conversation and activities together from a culturally responsive lens. The presenters, both experienced classroom and Muslim teachers, will help participants make connections on how to best support and include Muslim students in humanizing and inclusive pedagogical praxis.
