| Farhaana Nyamekye - Vol. 33 Num. 3 (2013) | ||
| Separate schooling for Black adolescent mathematics learners | 7-13 | |
| ABSTRACT: Findings from a 1.5 year study of black adolescent mathematics students attending an African-centered school in the US are used to highlight the benefits of separate schooling for this population of students. Critical race theory is used to frame a dialogue surrounding the ways in which this type of school environment and embedded racialized practices can provide a safe space that serves the interests of black youth and empowers their mathematics and racial identities. The essay concludes with a discussion of pros and cons of separate schooling and a call to action for this schooling for young black mathematics learners. | ||