Thursday, February 3, 2022
9:30 – 10:30 AM CST 

Historically excluded learners are positioned in policy documents as deficient and in need of "fixing." Too often, policies and reforms are more about protecting the interests of those with privilege and less about moral obligations to historically excluded learners. This session examines how policy and reforms in mathematics education address historically excluded learners' needs. This session is relevant to teachers and leaders because it provides a framework for unpacking how policy and reform narratives position historically excluded learners' mathematics competency. Teachers and leaders will be challenged by their assumptions about race and how practices and policies reify beliefs about historically excluded learners.

Lead Speaker

Robert Q Berry III, Past President, National Council of Teachers of Mathematics; University of Virginia

Audience

General Interest