Protect teachers from social and political backlash by communicating CRSE's value and providing norms and probing questions for sociopolitical discussions¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The brief observes that many teachers fear the sociopolitical consequences of engaging with CRSE given national debates around centering race, culture, and critical consciousness in schools. It advises leaders to communicate the value of CRSE and address questions and concerns from families and the broader community, for example by spotlighting affordances such as making mathematics relevant to students' everyday lives. It supplies conversation guidelines and norms on power, listening and speaking, and honesty, plus probing questions for facilitating sociopolitical discussions.

Design Implications¶

Context¶

Requirements¶

• Leaders must communicate the value of CRSE and address questions and concerns from families and the broader community

Constraints¶

• National debates around the appropriateness of centering race, culture, and critical consciousness in schools create sociopolitical risk for teachers

Target Learners¶

• K-12 mathematics teachers and their students

Target Learning Goals¶

• Facilitating sociopolitical discussions and building critical consciousness in mathematics

Related Strategies¶

• Leader supports for teachers using practical measures to advance CRSE
• Extend structured racial discourse into the community to build support for classroom discussions
• Open Classroom Climate

Examples¶

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Key Sources¶

• Jahneille Cunningham, Rebecca Colina Neri, and Carlos Sandoval. (2024). Building Mathematics Teachers' Capacity to Enact Culturally Responsive and Sustaining Education. WestEd. https://eric.ed.gov/?id=ED673516