Iris Tabak

In this conceptual paper we use vignettes from classroom interactions to examine the construct of racial data literacy. Two cases of teaching and learning with data visualizations about racialized populations in the United States - African Americans and Mexican Americans - are used to illustrate the ways racial literacy and data literacy can intertwine in classroom discourse, with stakes for learning and learners. Examining our own teaching, the paper invites the Learning Sciences community to take up the project of further operationalizing racial data literacy, and building a shared understanding of how we can promote it in classroom practice.