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Curriculum Inquiry Volume 51, 2021 - Issue 1: Curricular Confrontations in the Wake of Anti-Blackness and the Break of Black Possibilities
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Research Article

Black Feminist Mathematics Pedagogies (BlackFMP): A curricular confrontation to gendered antiblackness in the US mathematics education system

Nicole M. JosephVanderbilt University, Nashville, TN, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-3455-1594View further author information
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Pages 75-97 | Published online: 03 Jun 2021

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Laurie H. Rubel, Beth Herbel-Eisenman, Lee Melvin Peralta, Vivian Lim, Shiyan Jiang & Jennifer Kahn. (2022) Intersectional feminism to reenvision mathematical literacies & precarity. Research in Mathematics Education 24:2, pages 224-248.
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Tisha Lewis Ellison, Nicole Joseph & Jakita O. Thomas. A Call to Action: Exploring Intersectional Analyses of Black Fathers and Daughters in STEM Learning. Equity & Excellence in Education 0:0, pages 1-14.
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Articles from other publishers (5)

Rebecca M. Adler, Bethany Rittle-Johnson, Marian Hickendorff & Kelley Durkin. (2024) A longitudinal examination of the relations between motivation, math achievement, and STEM career aspirations among Black students. Contemporary Educational Psychology 76, pages 102240.
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Luis A. Leyva & Nicole M. Joseph. (2023) Intersectionality as a lens for linguistic justice in mathematics learning. ZDM – Mathematics Education 55:6, pages 1187-1197.
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Danielle Apugo, Andrene J. Castro & Sharyn A. Dougherty. (2022) Taught in the Matrix: A Review of Black Girls’ Experiences in U.S. Schools. Review of Educational Research 93:4, pages 559-593.
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Jessica G. Rigby & Stephanie Forman. (2023) Leading for Justice, Leading for Learning: Conceptualizing Urban School Leadership for Antiracist Mathematics Teaching and Learning. Urban Education, pages 004208592311629.
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Brittany L. Marshall, Aziel O. Rosado & Dan Battey. (2022) Successful Black Mathematics Teachers Building Collectivity, Autonomy, and Mathematics Expertise of Their Black Girls. Teachers College Record: The Voice of Scholarship in Education 124:11, pages 153-178.
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