Healing-Centered Educator Activism in Mathematics Actualized by Women of Color Mathematics Teacher Activists

IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH

Equity & Excellence in Education Pub Date : 2023-01-25 DOI:10.1080/10665684.2022.2158391

Kari Kokka

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引用次数: 3

Abstract

ABSTRACT Many teacher activists engage in justice-oriented work within and outside their classrooms, yet the work of mathematics teacher activists has been understudied. In this qualitative interview study, I investigated ten women of Color mathematics teacher activists’ actualization of their organizing work, which includes the creation of and participation in grassroots collectives, podcasts, and online communities that aim to disrupt dominant conceptualizations of mathematical knowledge. Building on theories of teacher activism and healing-centered engagement, I share findings of participants’ healing-centered educator activism. From the findings, I theorize a healing-centered educator activism in mathematics framework, which entails centering relationships and community wellness (of humans and the earth) for collective healing, examining and dismantling systems of oppression, broadening conceptualizations of mathematical knowledge, and fostering healthy relationships with dominant mathematics. I discuss constraints and considerations for engaging in healing-centered educator activism as a teacher of mathematics.

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有色人种女性数学教师积极主义者实施的以治疗为中心的数学教育家积极主义

摘要许多教师积极分子在课堂内外从事以正义为导向的工作，但数学教师积极分子的工作却被忽视了。在这项定性访谈研究中，我调查了十名有色人种女性数学教师活动家对其组织工作的实现情况，其中包括创建和参与基层集体、播客和在线社区，旨在打破数学知识的主导概念。在教师行动主义和以治愈为中心的参与理论的基础上，我分享了参与者以治疗为中心的教育工作者行动主义的发现。从这些发现中，我在数学框架中理论化了一种以治愈为中心的教育者行动主义，它需要以关系和社区健康（人类和地球）为中心进行集体治愈，检查和拆除压迫系统，拓宽数学知识的概念化，并培养与主流数学的健康关系。我讨论了作为一名数学教师参与以治疗为中心的教育工作者行动主义的限制和考虑因素。

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来源期刊

Equity & Excellence in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

23.10%

发文量

期刊介绍： Equity & Excellence in Education publishes articles based on scholarly research utilizing qualitative or quantitative methods, as well as essays that describe and assess practical efforts to achieve educational equity and are contextualized within an appropriate literature review. We consider manuscripts on a range of topics related to equity, equality and social justice in K-12 or postsecondary schooling, and that focus upon social justice issues in school systems, individual schools, classrooms, and/or the social justice factors that contribute to inequality in learning for students from diverse social group backgrounds. There have been and will continue to be many social justice efforts to transform educational systems as well as interpersonal interactions at all levels of schooling.