SocialJusticeMath

Congratulations, @robertqberry. Proud of you!

Loving the work that we’re able to do! Feels even better to write with the family, and to honor some of the folxs’ whose shoulders we stand on! ❤️

Participated in a great TMSJ lesson yesterday from @TPruittBritton on homelessness in Columbus, GA. Wonderful!

As MLK Jr. Day approaches, educators across the nation will teach about King’s life and works. Countless others will echo his famous quotes. Few will offer a full picture of who King truly was—or of the collectivist movement that surrounded him. learningforjustice.org

The CI model aims to “disrupt typical hierarchies of who is ‘smart’ and who is not”(Sapon-Shevin, 2004)by promoting equal status interactions amongst students so that they engage with tasks that have high cognitive demand within a Cooperative L environment sfusdmath.org/complex-instru…

Calling young artists! A call for cover art for social justice math books. Please share this call with upper elementary and middle school youth artists! See the link for more information and to submit: forms.gle/X4TBf26u29nsmt…

Tracking and ability grouping students remain common practices that contribute to segregated classes and opportunity gaps. Here's how one school worked to de-track students and create a more equitable model. learningforjustice.org/magazine/summe…

Hopefully you have found our framework for TMSJ compelling enough to pursue reading her paper. files.eric.ed.gov/fulltext/EJ116… —Robert, Basil, Brian, & John (post 3/3)

On page 19, we failed to properly acknowledge that we drew upon Laurie Rubel's (2017) examination of four equity-directed instructional practices in mathematics instruction. (post 2/3)

Dear friends, now that our book has been available for little over a year, we are noticing a few errors and things we’d wish to improve. One oversight in particular deserves a public acknowledgement. (post 1/3)

Faith in people is an a priori requirement for dialogue; the "dialogical man" believes in others even before he meets them face to face. (P. Freire in Pedagogy of the Oppressed)

For PreK-2: bit.ly/SJbookP2review For Gr. 3-5: bit.ly/SJbook35review For Gr. 6-8: bit.ly/SJbook68review

Political action on the side of the oppressed must be pedagogical action in the authentic sense of the word, and, therefore, action "with" the oppressed. - Freire

It is only when the oppressed find the oppressor out and become involved in the organized struggle for their liberation that they begin to believe in themselves. - Freire

The oppressed must see examples of the vulnerability of the oppressor so that a contrary conviction can begin to grow within them. - Freire

Only through comradeship with the oppressed can the converts understand their characteristic ways of living and behaving, which in diverse moments reflect the structure of domination. - Freire

Those who authentically commit themselves to the people must re-examine themselves constantly. This conversion is so radical as not to allow of ambiguous behavior. -Freire

“There are big issues happening in the world. What happens if I can give them something that helps them understand those things and I don’t?” ~Mikel Edillon ow.ly/Daez50CB6Wv @robertqberry @blaw0013 @jstaley06 @basilconway