This article outlines several forms of instructional practice that distinguished middle-grades mathematics classrooms that were organized around conceptually oriented activity and marked by African American students' success on state assessments. We identified these forms of practice based on a comparative analysis of teaching in (a) classrooms in which there was evidence of conceptually oriented instruction and in which African American students performed better than predicted by their previous state assessment scores and (b) classrooms in which there was evidence of conceptually oriented instruction but in which African American students did not perform better than predicted on previous state assessment scores. The resulting forms of practice can inform professional learning for preservice and in-service teachers.

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In a time of Truth and Reconciliation, four women of colour immigrant-settlers, all involved in teacher education in British Columbia, explore their experiences through a collaborative selfstudy. These stories, or resistance narratives, reveal experiences of survival and resilience that model reflexivity and a conscientization which allows the authors to stand alongside Indigenous Peoples, other colleagues of colour, and allied white colleagues. The authors delve into their lived experiences through conversation, reflection and personal anecdotes. The collective resistance narratives serve to assert meaningful and actionable ways forward. Through a methodological framework of synergy, the authors contribute knowledge to address the inequities in education that impact the life chances of all learnersespecially Indigenous students and other vulnerable student groups.

Through a socio-cultural-critical-race lens, this paper centers, privileges and explores the emerging and negotiated identities of girls of color, in an upper level high school mathematics classroom with a race-conscious and equity driven white woman teacher. Students' discourses regarding mathematics teaching and learning often supported, but at times proved to be resisting, prevailing race-neutral and meritocratic ideologies. This paper works to highlight the importance of attending to the impact of neoliberalism on mathematics teaching and learning in relation to race and racialization. Implications include that teachers, must take into consideration not only that their students are subject to, but also that their classrooms are not immune to, processes of racialization and the larger neoliberal context in which they are situated.