Radical Love as Praxis

Ethnic Studies and Teaching Mathematics for Collective Liberation





ethnic studies, love, mathematics for liberation, transformative resistance


Ethnic studies is a growing movement for curricular and pedagogical practices that reclaim marginalized voices and histories and create spaces of healing for students of color; however, its application to mathematics education has been limited. In this essay, we provide a framework of five ethea of ethnic studies for mathematics education: identity, narratives, and agency; power and oppression; community and solidarity; resistance and liberation; and intersectionality and multiplicity. We describe key concepts and examples of the ethos of ethnic studies.


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Author Biographies

Ricardo Martinez

Ricardo Martinez an Assistant Professor in Mathematics Education in the department of Teaching, Learning and Teacher Education at the University of Nebraska-Lincoln, 1430 Vine St., Lincoln, NE 68505; email: rmartinez21@unl.edu. His research centers paradigms of critical youth studies in mathematics education.

Sara Rezvi

3SARA REZVI is a doctoral student at the University of Illinois at Chicago in the College of Education, 1040 W. Harrison St, Chicago, IL, 60607; email: rezvi@uic.edu. Her research interests explore the intersections of pre-service and early career mathematics teacher preparation in the United States, critical race feminism, and identity construction. 

Shraddha Shirude

SHRADDHA SHIRUDE is a math teacher at Garfield High School in Seattle Public Schools, 400 23rd Ave, Seattle, WA 98122; email: ssshirude@seattleschools.org. Her pedagogy uses an ethnic studies approach to dismantle white supremacy norms in the math classroom.


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Special Issue: I, Too, Am America! Teaching Mathematics for Empowerment