Noticing, Reciprocity, and Healing

• In Event: Expanding/Rupturing Ideologies in Mathematics Teacher Noticing

Abstract

Purposes:
De-humanization functions in mathematics classrooms through the mis-reading of black and brown youth by white mathematics teachers (Battey & Leyva, 2018) and through deficit ideologies entrenched in pedagogical discourse and educational structures (Martin, 2012). These issues inspired research on ideologies and mathematics teacher noticing steming from a model of participatory action research, in which youth community leaders are deeply engaged in noticing youth with mathematics teachers and academic scholars in the context of mathematics classrooms. While engaging in this participatory approach, we found that black and brown community leaders can carry a burden of emotional work to move conversations of race and equity forward (Hand, Mendoza & TenEyck, 2019). This can lead to burnout, disengagement and white guilt, all of which thwart the purpose of creating and re-imagining rehumanizing space. In this work, we theorize a space of a healing-informed noticing to expand our noticing in ways that help re-envision ourselves and each other through growth, critical conversations and compassion.

Theoretical Framework:
While there has been an acknowledgment of space within the literature, “safe” spaces and “brave” spaces do not necessarily account for the emotional labor imposed on Black and Brown bodies (Baez, 2000). Emotional labor is racialized in that Black and Brown folks end up giving emotional labor to disrupt whiteness and neoliberalism. The perpetual tugging to center race and commodification of Black and Brown bodies often lands on Black and Brown folks themselves for the consumption of white bodies. In order to intentionally shift racial battle fatigue (Smith, 2004) and cultural taxation, healing must be centered in the design process. Ginwright (2010) describes the importance of a healing-centered approach (Kokka, 2018) directed at pathways towards hope, optimism and well-being.

Methods:
The participatory noticing study brought together community leaders, mathematics teachers, and academic scholars over the course of a year to collectively engage in noticing of mathematics classrooms.

Data:
Data comprised video tapes from two summer institutes, eight monthly noticing team meetings, and members’ reflective journals to investigate elements in our design that supported healing spaces for noticing. Data was analyzed through the constant comparison method (Glaser & Strauss, 1967), where the data was coded inductively and the themes that emerged were used to engage in axial coding.

Findings:
Preliminary analysis revealed three elements: positionality, embodiment and reciprocity. Centering discussions of positionality pushed the conversation beyond the simple labeling and naming of identity as monolithic and static groupings, and encouraged participants to recognize the co-construction of identities and how our identities are impacted within a sociopolitical context (Milner, 2007). Embodiment was a conscious effort to rupture the mind/body divide prevalent in our society — and in particular in mathematics environments — towards multi-sensory informed noticing. Reciprocity centered the re-design of activities to support reciprocal relationships such that emotional labor did not fall solely on Black and Brown bodies. Velez-Ibanez (1988) indicates reciprocity “..whether symmetrical or asymmetrical, the exchange expresses and symbolizes interdependence” (p. 142).

Significance:
A theory of healing-informed noticing has the potential to foster critical and compassionate conversations.

Authors

• Janiece Zalina Mackey, Young Aspiring Americans for Social and Political Activism (YAASPA)

• Victoria M. Hand, University of Colorado - Boulder

• Elizabeth Mendoza, University of California - Irvine

• Ji Yoon