Equity,inclusion, and antiblackness in mathematics education

ABSTRACT

Despite decades of equity- and inclusion-oriented discourse and reform in mathematics education, Black learners in the U.S. continue to experience dehumanizing and violent forms of mathematics education. I suggest that equity for Black learners in mathematics education is a delusion rooted in the fictions of white imaginaries, contingent on appeasing white logics and sensitivities, and characterized at best by incremental changes that do little to threaten the maintenance of racial hierarchies inside or outside of mathematics education. Moreover, the forms of inclusion offered up in equity-oriented discourses and reforms represent contexts of containment and enclosure that keep Black people in their same relative position. Refusal is suggested as a strategy for Black learners to resist the anti-Black character of mathematics education, and as a first step in actualizing forms of mathematics education that are worthy of Black learners.     

Racial capitalism and STEM education in Chicago Public Schools

ABSTRACT

This article analyzes the role of STEM initiatives designed by city and corporate elites in a large urban district and outlines an alternative, grassroots vision for (STEM) education and city schools. Within a neoliberal context of gentrification, displacement, disinvestment, and privatization, STEM schools have become strategic components of Chicago’s ‘portfolio district’ that serve the interests of racial capitalism in three ways. First, STEM schools provide a claim to fairness in the midst of racist school closures. Second, STEM high schools are a corporate strategy for racially stratified labor force preparation that restricts curriculum and reifies tracking. Third, curriculum restriction prioritizes corporate interests over students’ capacity to shape their communities and the world. The authors draw on the wisdom of Chicago communities who have led resistance against corporate education reform to critique Chicago STEM policy and point to critical mathematics and science education as part of a model for sustainable community schools.     

走进美育——《美术之美》美育价值初探

美育是一种重要的世界观教育。美术教育对美 育承担着一份责任和义务。《美术之美》的美育价值体现在三个方面：即审美价值、认识价 值、创新价值。     

浅谈如何做好大学生思想政治工作

本文根据多年工作实践和探索 ,要做好大学生思想政治工作 ,必须以学生为本 ,从学生的客观实际出发 ,结合学生的切身利益和关心的问题 ,帮助解决困难 ,从五个方面做好思想政治工作     

对培养学生创新能力的认识

面对21世纪的挑战,培养具有创新能力的大学生至关重要。本文论述了当前高等教育现状与培养学生创新的要求不相适应的现象,提出了培养学生创新能力应着重研究和解决的问题。     

教育创新:高校图书馆的定位与对策

高校图书馆在教育创新中扮演着重要角色 ,是素质教育的第二课堂、终身教育的最佳场所、通才教育的重要基地。为了更好地发挥作用 ,图书馆应优化馆藏结构、共享文献资源、拓展服务领域、提高职员素质     

中外水利高等教育办学模式之比较

从高等教育的角度 ,分析了发达国家在办学上、在教育管理改革和教育发展上的特点 ,对中外水利教育办学模式进行了比较 ,提出了发展水利教育的对策     

信息调整公路将对教与学产生重大影响

本文论述了历史上传播媒体所经历的三次重大变革,以及在各个时期对教育产生的重要影响,并重点阐述了信息高速公路的出现和发展正以惊人的速度改变着人们的交往方式、学习方式、工作方式和生活方式.在教学领域,信息高速公路正在挑战传统的媒体,并将越来越多地发挥出它的强大优势,改变着我们传统教育的教学内容、教学方式、教育结构以及整个教育体系.     

论现代汉字及汉字教育

近些年来 ,有些学者主张将“五四”以后的汉字离析出来 ,称之为“现代汉字” ,并以它们为研究对象建立现代汉字学。从汉字发展演变和纯文字学的角度来看 ,“五四”前后的汉字并无质的不同 ,将“五四”以后的汉字单独离析出来 ,称之为“现代汉字” ,理由不够充分 ;而作为“现代汉字学”研究对象的“现代汉字” ,应该包括汉字楷书全部发展阶段中的所有楷书字形 ,这也是现代汉字教育的重要任务     

21世纪中国教育发展的十大趋势

2 1世纪 ,中国教育将会出现 :素质教育深化、创新教育模式构建、多元化、地方化、产业化、终生化、网络化、开放性、大众化和非学校化等十大趋势