Religion, Race, and Reflexivity (Reflectivity) in Mathematics Education

• In Event: Critical Quantification in Practice: Advancing Research on Racial Affinity-Based Professional Learning Programs in Mathematics Education

Abstract

Teacher reflectivity is an activity that encourages teachers to examine their beliefs and practices in light of their social identities (Cutri, 2009). Yet, Hofer (2017) purports that reflectivity does not always lead to informed practice. Reflexivity shifts movement from inner thought towards action (Hofer, 2017). What distinguishes reflexivity from reflectivity is the transformation of practice that begins with internal dialogue. Reflectivity becomes reflexivity when a change in teacher practice occurs (Hofer, 2017). Teacher preparation programs that emphasize multicultural and/or social justice education generally prioritize the necessity of teacher reflectivity. However, religion and spirituality are rarely considered and explored within the teacher reflectivity process. Consequently, the relationship between cultural identity (including religious identity) and teachers’ pedagogical practice evolves void of interrogation and teacher candidates matriculate into their teaching careers without the tools needed to engage in reflectivity.

Author

• Candace Kyles, Loyola University Chicago
  Presenting Author