Counting the Experiences and Beliefs of Secondary Teachers Striving to Teach Mathematics for Social Justice in Urban Schools

Abstract

This article contributes a deeper understanding of teachers’ experiences with and beliefs about teaching mathematics for social justice in urban schools. In-depth, phenomenological interviews were conducted with a national sample of 15 secondary mathematics teachers from eight cities across the United States. Findings identify five overarching commitments of social justice mathematics teachers, the barriers they face, and what they envision for the future of urban mathematics education. Drawing on critical pedagogical theory, this study uncovers how social justice mathematics teachers have on-the-ground experiences and perspectives that can help us build upon Freire’s notion of education for liberation.

Teachers’ Psychological Distress in North Carolina: An Analysis of Urban versus Non-Urban School Districts

“…Farinde-Wu’s (2018) findings, though specific to Black women teachers, align with Raygoza’s (2016) findings regarding the reasons educators commit to teaching math for social justice in urban schools. This scholar found that one of the reasons teachers of various gender identifications, races, and ethnicities are committed to teaching in urban schools is because they desire to provide the equitable education that they did not receive while attending urban schools.…”

“…These reasons are: (1) Black women teachers are drawn to the diversity in urban schools, (2) Black women teachers prefer to teach in schools that mirror their own educational experience, and (3) Black women teachers feel an urgent need to be the highly-qualified teacher that students in urban schools need. Farinde-Wu's (2018) findings, though specific to Black women teachers, align with Raygoza's (2016) findings regarding the reasons educators commit to teaching math for social justice in urban schools. This scholar found that one of the reasons teachers of various gender identifications, races, and ethnicities are committed to teaching in urban schools is because they desire to provide the equitable education that they did not receive while attending urban schools.…”

“…Other studies reveal similar findings referring to teachers’ pull toward urban schools (e.g., Aragon et al, 2014; Ronfeldt et al, 2016). However, most of them, including Raygoza (2016) and Farinde-Wu (2018), concluded that even though some teachers may prefer to work in urban schools, there remains a necessity for structures to be set in place that support their professional development, personal well-being, career sustainability, and their students’ personal and academic success. Further, because teachers’ well-being is partly influenced by their perception of a positive work environment and the presence of support (Jeon et al, 2018a, 2018c), it is critical to understand their level of distress in urban schools, where their perceived work environment and availability of support are often low (Achinstein et al, 2010; Campoli, 2017).…”

Mathematics teachers and social justice: a systematic review of empirical studies

“…First, they require teacher commitment to social justice and a willingness to move from classical mathematical knowledge to critical approaches and to the development of learners' critical awareness of how to understand, analyse, and change social injustices through mathematics (Gutstein, 2003(Gutstein, , 2016Freire 1970). Simply put, teachers need to attend related programmes with an open mind and a positive predisposition towards tackling the sources of marginalisation (Bartell, 2013;Esmonde & Caswell, 2010;Meaney et al, 2009;Raygoza, 2016;Wright, 2016). Secondly, professional development programmes should provide a safe space for teachers to raise and share concerns with researchers and colleagues, and receive appropriate feedback/support from the group, which needs to work as a community of practice, sharing common visions (Gonzalez, 2009;Nicol et al, 2019;Planas & Civil, 2009).…”

“…Mhlolo & Schäfer, 2012;Meaney et al, 2009;Planas & Civil, 2009) or critical mathematics pedagogy (i.e. Aguirre & Zavala, 2013;Esmonde & Casewell, 2010;Raygoza, 2016). It may also explain why in the literature, social justice is often used interchangeably with equity or critical mathematics.…”