Journal of Urban Mathematics Education May 2021, Vol. 14, No. 1, pp. 71–95 ©JUME. https://journals.tdl.org/jume Radical Love as Praxis: Ethnic Studies and Teaching Mathematics for Collective Liberation Cathery Yeh Ricardo Martinez Chapman University University of Nebraska–Lincoln Sarah Rezvi Shraddha Shirude University of Illinois at Chicago Seattle Public Schools Ethnic studies is a growing movement for curricular and pedagogical practices that reclaim marginalized voices and histories and create spaces of healing for students of color; however, its application to mathematics education has been limited. In this essay, we provide a framework of five ethea of ethnic studies for mathematics education: identity, narratives, and agency; power and oppression; community and solidarity; resistance and liberation; and intersectionality and multiplicity. We de- scribe key concepts and examples of the ethos of ethnic studies. KEYWORDS: ethnic studies, love, mathematics for liberation, transformative resistance CATHERY YEH is an Assistant Professor at Chapman University in the Attallah College of Educational Studies, 1 University Dr., Orange, CA 92866; email:
[email protected]. Her re- search focuses on critical mathematics education, humanizing practices, ethnic studies, and social justice teaching and organizing. RICARDO MARTINEZ is Assistant Professor in Mathematics Education in the Department of Teaching, Learning and Teacher Education at the University of Nebraska–Lincoln, 1430 Vine St., Lincoln, NE 68505; email:
[email protected]. His research centers on paradigms of critical youth studies in mathematics education. SARAH REZVI is a doctoral student at the University of Illinois at Chicago in the College of Education, 1040 W. Harrison St., Chicago, IL 60607; email:
[email protected].