"I Don't Think She Listened or Heard": Teachers' Learning to Disrupt Racialized Patterns of Exclusion Through Video-Based Coaching

• In Event: Race and Identity in Mathematics Education

Abstract

A culture of exclusion permeates mathematics education, both limiting students’ access to rich mathematics learning experiences and opportunities to develop mathematical identities. Supporting teachers’ learning to disrupt such patterns of exclusion is challenging and understudied. This paper emerged from a study in which one teacher sought the support of a video-based coaching model to help him address racialized patterns of exclusion occurring in his classroom. I used sociocultural and situative perspectives in a social design experiment to investigate the question How can video-based coaching shape teachers’ learning to disrupt racialized patterns of exclusion in the classroom? Interaction analysis revealed that as teachers made sense of how to support meaningful inclusion in groupwork, video clips from his classroom pushed their understanding.

Author

• Samantha Marshall, North Carolina State University