Teaching for diversity by troubling whiteness: strategies for classrooms in isolated white communities

Freitas, Elizabeth de; McAuley, Alexander

doi:10.1080/13613320802479018

Cited by 36 publications

(29 citation statements)

References 6 publications

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“…A growing body of research has drawn attention to aspects of mathematics education posited as causing, perpetuating, or perturbing systemic injustice for learners from nondominant ethnic, racial, and linguistic backgrounds (Boaler, 2006;Civil, 2007;de Freitas & McAuley, 2008;Gutstein, 2005;Lerman, 2001;Valero & Zevenbergen, 2004). This research has served to expand and refine (and to some degree polarize) our conceptions of equitable mathematical instruction (Bishop, 1988;Cobb & Hodge, 2002;Gutstein, 2005;Lubienski, 2008;North, 2006;R.…”

Section: Introductionmentioning

confidence: 98%

Seeing culture and power in mathematical learning: toward a model of equitable instruction

Hand

2012

Educ Stud Math

116

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This paper is centered on creating equitable opportunities for learners in mathematics education. Through observations of teacher practice, the paper seeks to theorize how teachers enact their dispositions toward mathematics instruction. These observed propensities, in relation to teachers' aims for students to "take up their space" in and beyond the mathematics classroom, then inform a model of equitable mathematics instruction. Teachers' dispositions are considered in relation to Mason's discipline of noticing and Bourdieu's notion of the symbolic violence of dominant discourses.

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Section: Introductionmentioning

confidence: 98%

Seeing culture and power in mathematical learning: toward a model of equitable instruction

Hand

2012

Educ Stud Math

116

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“…The second can be summarised as a pedagogy of discomfort (Boler, 1999;Boler & Zembylas, 2003). Different degrees of discomfort are possible, ranging from unsettling taken for granted assumptions of those from privileged backgrounds to more emotionally challenging provocations in relation to sources and reproduction of injustice (Author, 1;de Freitas & McAuley, 2008;Tatum, 1992 ). These two approaches are not mutually exclusive; indeed, one way for discomfort to be generated is through inquiry and once beliefs are discomforted, inquiry may be fostered (Mezirow, 2000).…”

Section: Teacher Education Pedagogies For Social Justicementioning

confidence: 99%

Teacher education for social justice: Mapping identity spaces

Boylan

Woolsey

2015

Teaching and Teacher Education

112

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Teacher education requires an account of the complex ways that beginning teachers negotiate their relationships to social justice. A determinate view of identity successfully describes relationships to relatively stable social justice positions. This supports the adoption of pedagogies of discomfort and inquiry. However, socio-cultural accounts of identity emphasise indeterminate aspects of identity. The concept of striated and smooth identity space is proposed and illustrated by analysing the responses of four beginning mathematics teachers to the experience of a discomforting and inquiry based pedagogy. This challenges teacher educators to extend their pedagogies to embrace additional principles of respect and compassion.

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“…For example, some teachers continue to hold the view that they "do not see race," they "see only students." de Freitas and McAuley (2008) suggested that the well-intended habit of acting 'colour-blind' allows for certain beliefs about difference to go unquestioned, and for some it is a strategy to avoid examining the political and historical contexts of schooling. Critical pedagogy interrogates traditional methods of teaching, and establishes a paradigm that is based on creativity and contextuality, allowing students to have the best chances to perform at their maximum capabilities (Gay, 2000).…”

Section: Critical Pedagogy and Culturally Relevant Teachingmentioning

confidence: 99%

Embedding and Sustaining Equitable Practices in Teachers’ Everyday Work: A Framework for Critical Action

Lopez¹

2013

teachlearn

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Diverse student populations are now one of the distinctive features of schools in North America. This changing demographic reality in schools places equity education that includes the lived experiences of diverse students at the centre of the teaching and learning process. However, research continues to show that despite the efforts and good work of teachers, huge gaps persist in the educational achievement and outcomes of Aboriginal students, students of colour, and poor children. Based on research conducted with teachers in Southern Ontario, Canada, grounded in critical pedagogy and culturally relevant teaching, this article examines the complexities of equity education and ways to better serve the needs of diverse students. Drawing from the author's experiences as a classroom teacher, administrator, and teacher educator, the article posits a framework for critical action on ways that teachers can embed equitable practices in their teaching.

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Teaching for diversity by troubling whiteness: strategies for classrooms in isolated white communities

Cited by 36 publications

References 6 publications

Seeing culture and power in mathematical learning: toward a model of equitable instruction

Seeing culture and power in mathematical learning: toward a model of equitable instruction

Teacher education for social justice: Mapping identity spaces

Embedding and Sustaining Equitable Practices in Teachers’ Everyday Work: A Framework for Critical Action

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