Teacher Activism in the Math Classroom: Profiles of Two Social Justice Mathematics Educators

• In Event: 66.032 - Pondering Pedagogies of Teacher Activism: Purpose, Power, and Possibility

Abstract

This paper investigates two Social Justice Mathematics (SJM) educators’ pedagogical practices and the influence of their own backgrounds, as well as their students’, on the enactment of SJM pedagogy. Both teach sixth grade mathematics in the same urban yet disparately wealthy city. Ms. Calloway (pseudonym) is an African American teacher in a Title I middle school, and Ms. Davis (pseudonym) is a white teacher in an elite private K-8 school.

SJM educators work toward several goals – to empower students, teach rigorous mathematics, and share power with students (Author 2, 2015; Gutierrez 2013b; Gutstein, 2006). Drawing on [Author 1]’s framework, this paper explores how the two participating math teachers’ pedagogy relates to two of the three dimensions of teacher activist pedagogy: purpose and possibility. This study also draws on Picower’s (2012) research of ten teacher activists, who worked to reconcile their vision of the world they believe in and the world they currently live in, an expression of possibility. Because this study investigates differences and similarities of SJM educators’ work in vastly different school contexts, this study applies Hulko’s (2009) notion of social location, which describes the fluid, intersectional nature of identity, power, privilege, and marginalization.

In this comparative case study I interviewed both teachers three times and took field notes when observing one of each of their classes three times per week for one semester. I collected SJM assignments and projects teachers designed along with student work from eight focal students in each class. While not analyzed for this paper, I also interviewed focal students twice and took field notes of their interactions in class. Interviews, observation field notes, analytic memos, assignment handouts, and student work were coded using a grounded theory approach (Glaser & Strauss, 1967) with the assistance of Atlas.ti.

Participants’ purpose connects to their commitment to their communities (Author 2, 2016; Dixson & Dingus, 2008; Villegas & Irvine, 2010) and to feeling a “sense of injustice” (Picower, 2012, p. 55). Commitment to community is also what motivates urban teachers to both begin and remain in teaching (Author, 2016; Dixson & Dingus, 2008; Villegas & Irvine, 2010). Ms. Calloway grew up in the community she teaches in, which happens to be the most economically deprived area of the wealthy urban city.

Participants’ expression of possibility is noteworthy given the many difficulties and obstacles of engaging in teacher activism specific to the mathematics class – such as standardized tests faced by Ms. Calloway and parent pushback experienced by Ms. Davis. Both teachers remain steadfast in their commitment to SJM with positive, hopeful outlooks. In fact, both teachers anticipated struggles and worked proactively and creatively to overcome or circumvent them.

The present study contributes to the literature on teacher activism by shedding light on the work of SJM educators, a subset of teacher activists not often researched on their own with challenges that other subject areas may not encounter. This study helps the field understand challenges and successes specific to mathematics teacher activists.

Author

• Kari Kokka, University of Pittsburgh