{"title":"Healing-Centered Educator Activism in Mathematics Actualized by Women of Color Mathematics Teacher Activists","authors":"Kari Kokka","doi":"10.1080/10665684.2022.2158391","DOIUrl":null,"url":null,"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.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"172 - 189"},"PeriodicalIF":2.7000,"publicationDate":"2023-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Equity & Excellence in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10665684.2022.2158391","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
