We often say that we believe all children can learn at a high level, but when it comes to black children our belief may just be in platitudes. Dr. Danny Martin says “it turns out that across research, policy, and practice the brilliance of black children has never been axiomatic…the prevailing discourses about black children has been heavily invested in talking about their mathematical illiteracy, their mathematical inferiority as the primary identity of black children.” Black brilliance isn’t something that is considered self-evident and therefore without need for proof. In fact, most education debates around “closing the achievement gap” are premised on the idea of black deficits in comparisons to white performance.
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