“Instructor guides will help navigate the context, content, software, and possible preservice teacher resistance as they engage in difficult conversations about race”
This grant money came from the National Science Foundation. When did this become a scientific subject?
Campus Reform reports:
$300k NSF grant to train student teachers on ‘systemic racism’
The National Science Foundation has awarded almost $300,000 to the University of North Carolina Charlotte to create modules that would train student teachers on the effects of systemic racism in education.
According to the grant abstract, UNC Charlotte is using the grant money to work with Pacific Lutheran University and the University of Houston “to better support and advocate for the students in their secondary mathematics classes, especially students who identify as Black, Indigenous, and People of Color,” according to the grant abstract.
The project began on October 1.
The project will also help teachers develop various curricula which are designed to serve “students who identify as Black, Indigenous, and People of Color.”
Additionally, the project’s abstract states, “Instructor guides will help navigate the context, content, software, and possible preservice teacher resistance as they engage in difficult conversations about race.”
The goals of this research are to: “(i) design and implement two data modules to engage preservice teachers in thinking statistically and discussing systems of injustice, namely systemic racism, and (ii) develop and refine instructor guides that focus on helping mathematics teacher educators implement these modules.”
Jenna Robinson, president of the James G. Martin Center for Academic Renewal, told Campus Reform that critical race theory should not be in math classes.
“Critical theory has no place in math class,” Robinson said. “If schools and teachers want to examine questions of race, equity, or equality, it should be done elsewhere. Sneaking it into the math curriculum undermines the purpose of math classes.”
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