Mapping teachers’ perspectives on culturally responsive pedagogy in mathematics: from academic achievement to insights and opportunities

ABSTRACT Following the seminal work of Gloria Ladson-Billings, research on culturally responsive pedagogy (CRP) has, in recent years, expanded significantly. Ladson-Billings proposes three elements of CRP: academic achievement, cultural competence, and sociopolitical consciousness. Nevertheless, in mathematics education research on CRP, the sociopolitical consciousness element is often under-explored or even absent. This paper began as an investigation of how Ladson-Billings’ three elements could be used to examine prospective and practicing teachers’ (PPTs') perspectives on CRP, prior to their participation in a professional development course on CRP in the mathematics classroom. Thirty-one participants from three separate offerings of the course responded in writing to a set of open questions about CRP (in general and in mathematics). Thematic data analysis pointed to the complexities of categorising the data based primarily on Ladson-Billings’ three elements. In addition, our analysis indicated five components underpinning participants’ responses: challenges; opportunities; fears; resistance; insights. We conclude with a revised conceptualisation of CRP for mathematics teacher education programmes aimed at supporting PPTs’ development of their CRP-related knowledge, skills, and dispositions.