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The goal is to support eliminating social injustice across schooling systems, especially regarding skin colour, country of origin, culture, language, customs, and religion.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/making-visible-and-acting-on-issues-of-racism-and-racialization-in-school-mathematics/594711/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/making-visible-and-acting-on-issues-of-racism-and-racialization-in-school-mathematics/594711.png","ImageObject",300,407,{"name":42,"@type":43},"Ben ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What issue does the paper address in school mathematics?","Question",{"text":62,"@type":63},"The paper addresses issues of racism and racialization in school mathematics, arguing that inequities can be perpetuated through educational practices.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does streaming contribute to the problem described?",{"text":67,"@type":63},"Streaming enrolls students in courses with different difficulty levels, which can deny marginalized students access to rich learning experiences and reinforces inequity.",{"name":69,"@type":60,"acceptedAnswer":70},"Who is the intended audience for this call to action?",{"text":71,"@type":63},"The paper targets stakeholders including school administrators, teachers, students, parents, education advocates, academics, educational researchers, and politicians.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},594711,1792209891,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Making Visible and Acting on Issues of Racism and Racialization in School Mathematics  \nJhonel A. Morvan  \nBrock University  \nAbstract  \nSchools, as social systems, may knowingly or unintentionally perpetuate inequities through unchallenged oppressive systems. This paper focuses on mathematics as a subject area in school practices in which inequities seem to be considered normal. Issues of racism and racialization in the discipline of mathematics are predominantly lived through the practice of streaming where students are enrolled in courses of different levels of difficulty. Such practice denies marginalized groups of students the full benefit of rich learning experiences. These issues should be of concern for activists, advocates, and allies as well as individuals and groups who are systematically and directly affected. The purpose of this paper is to make visible issues of racism and racialization in school mathematics to a range of stakeholders that include: school administrators, teachers, students, parents, education advocates, academics, educational researchers, and politicians. The ultimate goal is that the knowledge gained through this call to action will contribute toward eliminating social injustice in all school systems, particularly as it relates to skin colour, country of origin, culture, language, customs, and religion.  \nKeywords: Marginalized students, racialization, racism, school mathematics, streaming, tracking  \nJhonel Morvan is a Ph.D. student in the Faculty of Education at Brock University. He has been a mathematics teacher and department head and he is currently working at the Ontario Ministry of Education as an Education Officer. His research interests focus on mathematics achievement of racial minorities, school leadership, and equity in school mathematics.  \nEmail: [j](jhonel.morvan@brocku.ca)[honel.morvan@brocku.ca](jhonel.morvan@brocku.ca)  \nOne of the challenges of education systems is to put in place practices that align succinctly between policies, research, and educational theories. Although knowledge of sociocultural theories (Herbel-Eisenmann, Choppin, Wagner, & Pimm, 2011; Moschkovich, 2002) may inform policy on equity, there is a disconnect in the implementation of these ideals. Most policy documents position equity and the collective good as their ultimate purpose; however, actual implementation in school practices and programs can be very different from the stated policy intent. For instance, in Achieving Excellence: A Renewed Vision for Education in Ontario, the Ontario Ministry of Education (OME, 2014) cites “Ensuring Equity” as one of its renewed goals for education; by that, the OME means that “All children and students will be inspired to reach their full potential, with access to rich learning experiences that begin at birth and continue into adulthood”(p. 3) . The extent to which this statement is aligned with students’ lived experiences in some program areas could be significantly different than intended. That is exactly why in 2017 the OME found the need to create the Education Equity Secretariat whose mandate includes the design and implementation of the Education Equity Action Plan to realize the goal of ensuring equity (OME, 2017, p. 9) . This Action Plan acknowledges de facto racism and racialization in the school system. From the outset the plan is characterized as the “province’s roadmap to identifying and eliminating discriminatory practices, systemic barriers and bias from schools and classrooms to support the potential for all students to succeed”(OME, 2017, p. 4) .  \nFor far too many students, school mathematics is one subject area for which “rich learning experiences” and “inspiration to reach full potential” is currently a debatable issue (Organisation for Economic Co-operation and Development [OECD], 2016; Zevenbergen, 2002) . The OECD’s Equations and Inequalities: Making Mathematics Accessible to All report argues that students with difficulties in mathematics and d","cbCaiok5xEDPJJZT","https://ap.wps.com/l/cbCaiok5xEDPJJZT","pdf",761963,18,"English","# Abstract\n# Keywords and Research Profile\n# Policy–Practice Alignment and Equity Goals\n# Streaming, Learning Inequities, and Systemic Racism\n# Call for Action","[{\"question\":\"What issue does the paper address in school mathematics?\",\"answer\":\"The paper addresses issues of racism and racialization in school mathematics, arguing that inequities can be perpetuated through educational practices.\"},{\"question\":\"How does streaming contribute to the problem described?\",\"answer\":\"Streaming enrolls students in courses with different difficulty levels, which can deny marginalized students access to rich learning experiences and reinforces inequity.\"},{\"question\":\"Who is the intended audience for this call to action?\",\"answer\":\"The paper targets stakeholders including school administrators, teachers, students, parents, education advocates, academics, educational researchers, and politicians.\"}]","Making Visible and Acting on Issues of Racism and Racialization in School Mathematics | PDF",1792079690,45]