Dear Early Mathematics Education Community
For too long, we–especially those who are white and occupy positions of power–have not joined forces to denounce the pervasive and devastating effects of white supremacy and anti-Blackness on the learning and lives of the students in our charge. We write to share a Call to Action for the field, and to ask you to join us in our efforts.
Early childhood educators, including early mathematics educators, have only scratched the surface in acknowledging and disrupting the ways that racial oppression, in general, and the centering of whiteness, in particular, have infiltrated our beliefs, practices, research, and policies. Too often, deficit-oriented theories and perspectives grounded in white supremacy are enacted in curricula, instruction, assessment, and classroom and school structures. These enactments subject many Black, Latinx, Pan-Asian, and Indigenous children to adultification, criminalization, surveillance, educational neglect, and other forms of dehumanization and violence. As a result, children and their families must frequently navigate negative messages about their identities–as learners, as doers of mathematics, and as members of racialized groups.
Call to Action
We call on the field of early mathematics education to name and dismantle white supremacy and anti-Blackness in all of their manifestations. Together we must:
- show unequivocally that early childhood environments are not immune to racial oppression, but are subject to white supremacy, anti-Blackness, and other forms of racial oppression;
- explicate the ways in which white supremacy and anti-Blackness are present and operate in the institutions, policies, practices, and belief systems that support early childhood education in particular;
- demonstrate how white supremacy and anti-Blackness can thwart children’s development, impede educational justice, and threaten the possibility of young children flourishing mathematically;
- examine our personal and collective involvement in these systems and structures and take action to disrupt the white supremacist status quo, transforming educational experiences and becoming anti-racist actors and advocates;
- listen to, elevate, and value the expertise and wisdom of Black, Latinx, Indigenous, and Pan-Asian families, community members, and children; and
- imagine and develop systems and practices of early mathematics education that honor the humanity of Black, Latinx, Pan-Asian, and Indigenous children and protect their right to thrive.
By signing here, we pledge to seek out, participate in, and create opportunities to answer this Call. We embrace anti-racism, committing ourselves to ongoing critical self-examination and bold actions that oppose white supremacy, anti-blackness and other forms of racial oppression.
Promising Math 2022: Racial Justice in Early Math
Learn more about our previous (virtual) event focused on Racial Justice. We took a deep dive into problems of systemic racism and the ways they injure our youngest math learners.
As part of the event, we heard from educators, parents, scholars, and community members who have developed creative and inspiring ways of providing mathematics education opportunities that circumvent or disrupt the systemic racial injustices embedded in our educational systems. There were several opportunities to connect with others who care about this work, building new relationships with like-minded colleagues.
The RJEM Working Group
Nathaniel Bryan, Assistant Professor, Miami University
Sarai Coba-Rodriguez, Assistant Professor, University of Illinois at Chicago
Rebeca Itzkowich, Senior Instructor, Erikson Early Math Collaborative
Donna Johnson, Assistant Director of School Supports, Erikson Early Math Collaborative
Nora Kane, Media Coordinator and Strategist, Erikson Early Math Collaborative
Melissa Kirk, Administrative Manager, Erikson Early Math Collaborative
Danny Martin*, Professor, University of Illinois at Chicago
Jennifer McCray*, Principal Investigator, Erikson Early Math Collaborative
Cody Meirick, Production Manager, Erikson Early Math Collaborative
Gigliana Melzi, Associate Professor, New York University/DREME Network
Amy Parks, Professor, Michigan State University
Priscila Pereira, Doctoral Student, University of Illinois at Chicago
Aisha Ray, Professor Emerita, Erikson Institute
Sisa Renie, Coach/Facilitator, Erikson Early Math Collaborative
Amanda Ruch, Middle School Math Teacher, Chicago Public Schools
Delilah Salgado, Artist and Local School Council Member, Velma Thomas Early Childhood
Niral Shah, Associate Professor, University of Washington
Wilma Valero, Educational Consultant, Valero Educational Consulting, Inc.
*Working Group co-chairs
Support for the Racial Justice in Early Mathematics initiative is provided by the Heising-Simons Foundation.
Previous Signatures (631)
Latest Signatures
74 | Dr. Anita Kumar | William Paterson University | |
73 | Dr. Betty Porter Walls | CEO Walls Educational Services | |
72 | Mx. Megan Brand | CPS Early Childhood Educator | |
71 | Dr. kelli tharpe | cal state east bay | |
70 | Dr. Andrea Barela | Early Childhood Specialist, Humble ISD | |
69 | Ms. Hannah Capps | Coordinator, Marvelous Math Club, Asheville CIty Schools and UNC Asheville | |
68 | Ms. Marta Sanchez Pol | Researcher at Kidango | |
67 | Mr. Ken Ferguson | ||
66 | Ms. Lilly Martin | Principal, | |
65 | Dr. Keting Chen | Assistant professor, California State University, San Bernardino | |
64 | Ms. Amy Lesan | Elementary Director, Corvallis school district, Oregon | |
63 | Ms. Lakeisha Smith | Tacoma Public Schools-4th Grade Teacher | |
62 | Ms. Kyeli Quinn | ||
61 | Ms. Marci Adams | K-5 Instructional coach | |
60 | Mrs. Kylene Parks | K-5 Math TOSA | |
59 | Mr. Wayne Bund | Portland Public Schools | |
58 | Ms. Citlali Arroyo | Dual Language Kindergarten Teacher | |
57 | Ms. Wendolyne Sanchez | Kindergarten teacher | |
56 | Ms. Rosalba GRanados | Kindergarten teacher CPS | |
55 | Mrs. Gloria Venegas | Kindergarten Teacher | |
54 | Ms. Sarah Yoo | Kindergarten Teacher, District 65 | |
53 | Mrs. Alexandra Husak | ||
52 | Ms. Fernalis Pratts | Kindergarten Teacher, Chicago Public Schools | |
51 | Ms. Bilge Cerezci | National Louis University | |
50 | Ms. Sarah Stith | ||
49 | Ms. Alexandra Jameson | Conservatory Lab Charter School | |
48 | Ms. Sara Orphanides | Early Childhood Teacher, Carolina Friends School | |
47 | Ms. Hansia Bernadel | K-Special Education Teacher NYC Dept of Ed | |
46 | Ms. Monica Varma | ||
45 | Ms. Teresita Patino | Infant Toddler Specialist | |
44 | Ms. Kehinde Orimaye | Doctoral Fellow, East Tennessee State University | |
43 | Dr. Ruth Heaton | Teachers Development Group | |
42 | Dr. Soleil Boyd | Early Learning Senior Program Officer, Washington STEM | |
41 | Ms. Janeata Robinson | Registrar/DEI | |
40 | Ms. Arielle Shanker | Learning & Engagement Lead, MathTalk | |
39 | Dr. Ximena Portilla | Research Associate, MDRC | |
38 | Dr. Stephanie Parks | University of Kansas | |
37 | Ms. Donna Duarte | Seattle Public Schools | |
36 | Mr. Erik Wormwood | Associate DEan of Faculty at the Advent School | |
35 | Mr. Yuna Baek | Master Teacher at Carole Robertson Center for Learning | |
34 | Mrs. Jenny Griffiths | EYFS Schools & Educational Improvement Consultant | |
33 | Mrs. Sorsha-Maria Mulroe | Elementary Mathematics Coach, Howard County Public Schools | |
32 | Ms. Andrea Lund | Meadow Crest Early Learning Center | |
31 | Ms. Wenxi Lee | Doctoral student, UIC | |
30 | Mr. Richard Kogen | K-8 mathematics teacher and graduate student, UIC | |
29 | Ms. Tabatha Rainwater | University of Tennessee | |
28 | Dr. Abbey Loehr | Research Director, Institute for School Partnership at Washington University in St. Louis | |
27 | Ms. Mary Ann Schmedlen | Math Consultant, Eaton Regional Education Service Agency | |
26 | Ms. Lauren Giordano | Math Specialist, The Chestnut Hill School | |
25 | Ms. Maria L. Ortega | ||
<< < > >> |