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This talk brings together sociocultural theories of learning and identities with critical race theory to unpack this question, through examining the racialized narratives of six female students of color who were enrolled in an AP Statistics classroom, characterized by high-quality implementation of equity-oriented instruction and taught by a race-conscious teacher. In this talk, students’ narratives will help to uncover and demonstrate some ways in which female students of color negotiate and navigate their various intersecting identities while learning mathematics. Additionally, considering students’ experiences as nested within the classroom, the school and the larger community, racialized and meritocratic discourse is examined and juxtaposed against the larger social context of institutional racism and neoliberalism. This talk will conclude with a discussion around important implications for teachers and teacher educators, such as inquiring into the salience of race and racism for mathematics teaching and learning and engaging with students in conversations around race and racism, including assumptions regarding ability, as well as meritocratic and race-neutral discourse around success.

is an assistant professor at Thompson Rivers University in Kamloops, BC, Canada, who holds a PhD in curriculum and instruction -with an emphasis in mixed-methods research- from the University of Washington, and an MA from ÎÛÎÛ²ÝÝ®ÊÓƵ University. Mahtab started her teaching career as a high school Mathematics and French Immersion teacher. As well as consulting and coaching work, she has taught K-12 teacher education and methods courses at ÎÛÎÛ²ÝÝ®ÊÓƵ University, Antioch University, the University of Washington, and Thompson Rivers University. Broadly, her research employs critical race and anti-racist feminist theories in order to understand neoliberalism and institutional racism in preK-16 educational institutions and settings.

LOCATION: Room 361, Education building, 3700 McTavish, Montreal, QC