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Race, Ideology, and Academic Ability: A Relational Analysis of Racial Narratives in Mathematics


by Niral Shah — 2017


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Cite This Article as: Teachers College Record Volume 119 Number 7, 2017, p. 1-42
http://www.tcrecord.org ID Number: 21899, Date Accessed: 10/17/2017 1:50:39 AM
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About the Author
  • Niral Shah
    Michigan State University
    E-mail Author
    NIRAL SHAH is an Assistant Professor in the Department of Teacher Education at Michigan State University. His research focuses on equity and implicit bias in STEM (Science, Technology, Engineering, and Mathematics). His recent publications include: Shah, N., & Leonardo, Z. (2016). Learning discourses of race and mathematics in classroom interaction: A poststructural perspective. In I. Esmonde & A. Booker (Eds.), Power and privilege in the learning sciences: Critical and sociocultural theories of learning (pp. 50-69). New York, NY: Routledge Press. Martin, D. B., Rousseau-Anderson, C., & Shah, N. (in press). Race and mathematics education. In J. Cai (Ed.), Compendium for Research in Mathematics Education. Reston, VA: National Council of Teachers of Mathematics.
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