CULTIVATING RACIAL SOLIDARITY AMONG MATHEMATICS EDUCATION SCHOLARS OF COLOR TO RESIST WHITE SUPREMACY
MONICA L. MILESSAMANTHA A. MARSHALLAND EBONY O. MCGEEVANDERBILT UNIVERSITYPATRICIA MARIA BUENROSTRO LAKE FOREST COLLEGEMELANIE ADAMS CHOCTAW NATION
In this paper, we propose a racial solidarity praxis in mathematics education grounded in Black-, Latinx-, and Indigenous-led scholarship and their respective communities’ joining efforts to combat White supremacy. Increased solidarity across racial groups in mathematics education could illuminate new ways of nourishing and affirming Indigenous, Latinx, and Black students’ racial identities and cultural strengths. We leverage four frameworks: (1) Whiteness as property (a tenet of critical race theory) and (2) Tribal critical race theory; (3) Latino critical theory; and (4) pedagogy of solidarity, to conceptualize the interdependence required for solidarity work and to expose how White supremacy is maintained overtly and covertly in mathematics curriculum, policies, and practices. This study outlines the nuances across each community of scholars drawing on their strengths to combat oppressive educational structures for students.