The purpose of this commentary is to acknowledge, illuminate, and counter the noticeable silences in the investigations of mathematics education researchers who conduct equity research with Black communities and other marginalized groups. For far too long, these communities have experienced a lengthy and complicated history of structural barriers; epistemological, symbolic, and intellectual violence; dehumanization; and antiblackness in mathematics education research. We advance the Critical–Historical (CritHistory) framework, which is rooted in critical race theory (CRT) and further explicates CRT’s tenet of challenging ahistoricism. We discuss methodologies and implications, including example questions that could be posed, types and locations of archives that could be examined, and populations with whom oral histories could be conducted.
Nicole M. Joseph, Toya Jones Frank, and Taqiyyah Y. Elliott
Nicole M. Joseph, Christopher C. Jett, and Jacqueline Leonard
Cases for Mathematics Teacher Educators: Facilitating Conversations About Inequities in Mathematics Classrooms (hereafter referred to as Cases), edited by Dorothy Y. White, Sandra Crespo, and Marta Civil (2016), is a robust anthology about inequities in mathematics classrooms in three spaces: mathematics methods courses, mathematics content courses, and graduate and professional development courses. This pedagogical contribution utilizes and deconstructs dilemmas occurring in mathematics teacher educators' (MTEs) classrooms. The text consists of 19 cases and 57 corresponding commentaries (three per case) that serve as critical analysis for discussion. The authors present their cases to provide the reader with their respective dilemmas, identities as teacher educators, and strategies for engaging in equity work. This organizational structure is significant methodologically because it promotes opportunities for critique and conversation about the authors' biases and assumptions. However, there are missed opportunities in many of the cases to acknowledge microaggressions and systematic oppression in higher education and in U.S. society in general (Chang, 2016).