Constant Critical Reflexivity: Engaging in an Archaeology of Self to Promote Racial Literacy in a Math Teacher Education Program

Abstract

Abstract Racial literacy is critical pedagogy that seeks to end racism. Developing racial literacy in math teacher education programs is a crucial step in preparing preservice teachers to acknowledge and resist prejudiced and racist math teaching policies and practices before they enter the K–12 classroom. In this essay, I unpack and share how I engaged in critical reflexivity and an Archaeology of Self to promote racial literacy and antiracist pedagogy in my MTEP courses.