Foregrounding black African immigrants in mathematics education research

Authors

DOI:

https://doi.org/10.34024/prometeica.2023.27.15382

Keywords:

Mathematics Education, African Immigrants, Black Youth, African Indigenous Knowledge

Abstract

Generally, research with Black youth/population in mathematics education have largely focused on their mathematics experiences in the context of United States with a special focus on issues of race/racism, equity, and social justice. While these studies are important and have informed our understanding of the schooling experiences of Black youth, there is a dearth of research with specificity on the mathematics learning experiences of Black African immigrant youth. In this paper, using duoethnography, we analyze our previous projects with Black African immigrant youth/families to argue for more nuances in the theoretical and methodological lenses when engaging with this population.

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Published

2023-07-27

Issue

No. 27 (2023): Prometeica - nº 27 (07/2023 - 10/2023)

Section

Articles - Dossier 1

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How to Cite

Osibodu, O., & Yaro, K. (2023). Foregrounding black African immigrants in mathematics education research. Prometeica - Journal of Philosophy and Science, 27, 803-812. https://doi.org/10.34024/prometeica.2023.27.15382