Sara Rezvi
School of Education
Sara Rezvi joined Dominican University as an Assistant Professor of Education in August 2024. Prior to Dominican, she served as a middle and high school mathematics teacher in New York City, Mexico, and Chicago and also served as the program director for the Math Circles of Chicago. She is a first-generation, Pakistani/American immigrant born in Karachi and raised in Chicago.
Her research explores the intersections of veteran and pre-service teachers who work from a critical mathematics orientation. During her doctoral work, Sara was the winner of the Mary Bialas Prize, awarded to those who demonstrate a strong commitment to issues impacting women and children. In addition to her work in critical mathematics spaces, Sara is a published poet. Their poems have been featured in Chicago's SouthSide Weekly, Scout & Birdie, and other 'zines.
Sara’s work focuses on integrating social justice and cultural responsiveness into mathematics education, addressing systemic inequities, exploring identity formation, and fostering inclusive and innovative pedagogical practices to support teachers, children, and families from a critical and Global South feminist orientation. She is deeply invested in rehumanizing mathematics education, making it more relatable, equitable, and reflective of students' lived experiences.
Her work in mathematics and education spaces can best be summarized by this stanza from Gwendolyn Brooks' poem Paul Robeson: 'We are each other's harvest; we are each other's business; we are each other's magnitude and bond' (Brooks, 1987).
Rezvi, S. (2023). A Pakistani woman’s auto-ethnographic account of mathematical identity formation. In Stead, V. (Ed.), Toward abolishing white supremacy on campus. Equity in higher education theory, policy, & praxis, 18. Peter Lang Publishing, Inc. Retrieved from Toward abolishing white supremacy on campus in SearchWorks catalog (stanford.edu).
Rezvi, S. & Martinez-Black, T. (2022). 10.3: Water is Life--Our Collective Past, Present, and Future. In Conway, B., Id-Deen, L., Raygoza, M., Ruiz, A., Staley, J., & Thanheiser, E. (Eds.), Middle School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice, 263-275. Corwin. Retrieved from Middle School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice - National Council of Teachers of Mathematics (nctm.org).
Yeh, C., Martinez, R., Rezvi, S., & Shirude, S. (2021). Radical Love as Praxis: Ethnic Studies and Teaching Mathematics for Collective Liberation. Journal of Urban Mathematics Education, 14(1), 71–95. Retrieved from https://doi.org/10.21423/jume-v14i1a418.
Rezvi, S., Han, A., & Larnell, G. (2020). Mathematical Mirrors, Windows, and Sliding Glass Doors: Young Adult Texts as Sites for Identifying with Mathematics. Journal of Adolescent & Adult Literacy, 63(5), 589-592. Retrieved from (PDF) Mathematical Mirrors, Windows, and Sliding Glass Doors: Young Adult Texts as Sites for Identifying With Mathematics (researchgate.net).
Madden, K., Pereira, P., Rezvi S., Martin, D., & Trinder, V. (2019). Cartographies of Race, Gender, and Class in the White (Male Settler) Spaces of Science and Mathematics: Navigations by Black, Afro-Brazilian, and Pakistani Women. In McGee, E. & Robinson, W. (Eds.), Diversifying STEM: Multidisciplinary Perspectives on Race and Gender. Rutgers University Press. Retrieved from Amazon.com: Diversifying STEM: Multidisciplinary Perspectives on Race and Gender: 9781978805675: McGee, Ebony O., Robinson, William H., McGee, Ebony O., Robinson, William H., Baber, Lorenzo DuBois, Chapman, Robbin, Cox, Monica F, Madden, Krystal, Pereira, Priscila, Rezvi, Sara, Trinder, Victoria F, Martin, Danny Bernard, Mutegi, Jomo W, Carter Andrews, Dorinda J., Naphan-Kingery, Dara, Houston II, Stacey, León-Pérez, Gabriela, Milner IV, H. Richard, Farinde-Wu, Abiola, Jett, Christopher C., Davis, Julius, Brown, Lindsay, Manolescu, Alissa M, Provolt, Laura, Robinson, Aspen, Thomas, Kecia M.: Books.
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