Abstract: In this talk, I discuss diversity and inclusion initiatives through lens that is informed by frameworks that identify mathematics education as settler colonialism and my own experiences of inclusion/exclusion. I call for a shift in the ways we can frame conversations of justice, equity, diversity, and inclusion in mathematics by asking: How do diversity and inclusion efforts in mathematics and mathematics education directly empower marginalized communities?
About Belin Tsinnajinnie:
Belin Tsinnajinnie (he/him) is Diné and Filipinx from Na’ Neelzhiin, New Mexico. Belin received his PhD in Mathematics at the University of Arizona with a doctoral thesis focused on notions of mathematical identity in the context of Indigenous and Latinx students. Belin served as an Assistant Professor of Mathematics for 8 years at the Institute of American Indian Arts followed by 4 years as an Assistant Professor of Mathematics at Santa Fe Community College. Belin is now a Research Associate II at WestEd. Belin is interested in identifying and articulating issues pertaining social justice and equity in mathematics education through Indigenous perspectives.
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