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losing control

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How (if) to make space for points of view I find abhorrent, but a student sincerely believes

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I'm looking forward to students working together with some joy! Participating in that enthusiasm that we seek to encourage with this work.

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Transparency, bring in other experts, talk about role as math expert, let students bring in expertise (but not require it)

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Having privilege gives me protection that may make it easier for me to talk about sensitive topics without adverse consequences! I'm not an expert but I'm also not as vulnerable to harm.

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Respecting students' experience/expertise in discussions, but also emphasizing that it's better to discuss the issue (with respect and empathy) than not discuss it.

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Admit our inexperience, commit to listening to students with firsthand experience and doing research

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I acknowledge that I cannot speak for other people's experiences. I only know my own experiences and perspectives. Hopefully we can all learn together.

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I am white but I do not think in colors.

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I am white but I do not think in colors.

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I don't want my BIPOC colleagues to have to do all the work

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Upsetting/triggering students. And, selfishly, worried that this will lead to bad evaluations and my job being at risk.

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Upsetting/triggering students. And, selfishly, worried that this will lead to bad evaluations and my job being at risk.

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Because I am not qualified does not mean we should ignore an issue

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Because I am not qualified does not mean we should ignore an issue

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When it makes the most sense to bring in a discussion of the SJ topic.

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Start by being transparent, acknowledge our privileges

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How much is it about content and how much about shining a light on systemic issues? How much is it exploring social justice issues versus using math to uncover it? Do I lead conversation or let the students lead?

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How do I get the quiet students to speak up?

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I have found it hard to get students to engage with the process of creating a community agreement, and it often is just a retread of the items I myself had proposed.

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How to know when to continue a conversation in class, or direct a student to speak to me privately

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A student telling me I have no right to teach this subject with all my privilege.

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A student telling me I have no right to teach this subject with all my privilege.

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Having students debate with me in class and not knowing how to handle it.

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Unknowingly hurting a student by bringing up a topic

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Unknowingly hurting a student by bringing up a topic

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Not sufficiently addressing something a student brings up off the cuff, so students misunderstand the issue or my perspective.

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I don't want to offend anyone or trigger them unexpectedly

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Teaching social justice and math to students who have been the victims of systems of oppression that I have/never have been a victim of.

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Teaching social justice and math to students who have been the victims of systems of oppression that I have/never have been a victim of.

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If I've made a student feel uncomfortable, I might not hear about it until months later (if at all). Trying to think of ways to encourage and receive feedback from students on my own engagement w/them.

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My classes are all asynch online, so how to moderate discussions when I'm not always "there".

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How to acknowledge and validate when someone shares something deeply personal and know when/how to redirect the conversation

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I don't know enough about the topics, about leading discussions, about dealing with conflict or hard conversations...etc.

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Speaking intelligently and caringly about a topic that I have never had to experience.

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Speaking intelligently and caringly about a topic that I have never had to experience.

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Being seen as not understanding the issue due to my white privilege