Abstract

Guided by a general critique that asks, Highly qualified for whom?, I problematize recent characterizations of highly qualified mathematics teachers by focusing on the question, Who should teach mathematics to African American children? I discuss how responses to this question in mainstream mathematics education research and policy contexts have drawn on discursive frames that support color-blind racism, that focus only on achievement outcomes, and that propose "missionaries" and "cannibals" as the kinds of teachers most appropriate for African American children. I propose a refocusing of mathematics education research and policy that gives meaningful attention to the ways that African American children experience mathematics in schools and life as African Americans.

pdf

Additional Information

ISSN
1534-5157
Print ISSN
0018-1498
Pages
pp. 6-28
Launched on MUSE
2007-10-30
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.