{"title":"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","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":"{\"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}","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}
Healing-Centered Educator Activism in Mathematics Actualized by Women of Color Mathematics Teacher Activists
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.
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