Investigando la conciencia racial dentro de las visiones de maestros y líderes sobre la instrucción matemática equitativa en los EE. UU.


  • Cara Haines
  • Charles Munter a public research university in Missouri
  • Erica Mason University of Illinois Urbana-Champaign


Palabras clave:

conciencia racial, visión instruccional


En este estudio reportamos un esfuerzo para caracterizar (cambios en) la conciencia racial de los maestros y líderes escolares y de distrito en sus visiones de enseñanza de matemáticas equitativas. Analizamos entrevistas realizadas a lo largo de varios años dentro de un proyecto en un distrito escolar urbano en los EE. UU. que se centró en el racismo y la equidad racial en matemáticas secundarias. También incluimos oportunidades de aprendizaje profesional de varias semanas para los maestros durante los meses entre años escolares. Nuestro análisis dio lugar a un modelo de trayectoria de 4 niveles que modela el desarrollo de la conciencia racial en el discurso de los participantes. Las distinciones entre los niveles se refieren a la presencia de raza en el discurso de las personas, la directividad con la que hablan sobre la raza y el grado en el que localizan fuentes de acumulación histórica de desigualdad racial dentro de los sistemas.


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Cómo citar

Haines, C., Munter, C., & Mason, E. (2023). Investigando la conciencia racial dentro de las visiones de maestros y líderes sobre la instrucción matemática equitativa en los EE. UU. Prometeica - Revista De Filosofía Y Ciencias, (27), 834–841.
Recebió: 2023-07-18
Publicado: 2023-07-26

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