Antiracist Work in Mathematics Classrooms

The Case of Policing

Authors

DOI:

https://doi.org/10.21423/jume-v14i1Ba410

Keywords:

mathematics, policing, public records, racism, YPAR

Abstract

Uprisings against police violence have placed the institution of policing front and center in conversations about societal change. In our work with activists, we have engaged in collecting and analyzing public records data to inform community organizing for change. In this editorial we discuss how to obtain, interpret, and analyze public records on policing as a way to support educators and youth to investigate policing in their own communities. Specifically, we discuss how to embed this work in Youth Participatory Action Research as a way to respond to youth concerns about their community in a way that leads to action. Briefly, we illustrate how this occurred in one classroom in an urban school where students made meaningful connections between their analyses of local police data and their personal experiences with racially disparate policing, which led some students to become change agents in their communities. This work demonstrates the simultaneous cultivation of youth engagement with mathematics and activism.

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Author Biography

Dan Battey, Rutgers University

Associate Professor, Mathematics Education Department of Learning & Teaching Graduate School of Education

References

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Published

2021-11-18

How to Cite

Battey, D., & Coleman, M. A. (2021). Antiracist Work in Mathematics Classrooms: The Case of Policing. Journal of Urban Mathematics Education, 14(1B), 6–20. https://doi.org/10.21423/jume-v14i1Ba410

Issue

Section

FIELD DISRUPTIONS AND FIELD CONNECTIONS