Understanding Racialized Learning Environments: Moving from Exclusionary to Inclusive Secondary Mathematics Classrooms

Abstract

forthcoming.

Going beyond #RetireELL: A call for anti‐colonial approaches to languages in STEM education

“…Multilingual Black youth have largely been invisible and overlooked within the line of research on language in STEM education due to anti‐Black racism and racialized stigmas attached to languages (Ortiz, in press). By naming and challenging anti‐Black racism and colonialism, we could instead make visible Black children's linguistic brilliance and also address how anti‐Black racism continues to persist and shape youth's racialized experiences in STEM classrooms (Baker‐Bell, 2020; Irizarry et al, 2021; see #CenteringBlackStudents). Anti‐colonial approaches to languages in STEM education bring forth the complex coupling of racialization and linguistic practices shaped through colonization and allow us to imagine and enact pedagogies that challenge the erasures, oppression, and subjugation of historically marginalized and racialized languages and communities.…”