Exploring the Intentions Behind Contradictions in Prospective Teachers' Imagined Enactment of Humanizing Pedagogies

• In Event: A Conversation Around Challenging the Exclusionary Forces at Work in Mathematics and Science Classrooms

Abstract

Objective & Theoretical Perspectives. Louie (2017) argues “the way that teachers’ practices actually function may not align with their intentions” (p. 495) due to the overwhelming culture of exclusion in mathematics classrooms. Although Louie chose not to consider the intentions of the teachers in her study, since prospective teachers (PTs) are still figuring out how to challenge the culture of exclusion in mathematics classrooms, contradictions between their intentions and practices are bound to arise. The aim of this study is to examine contradictory actions of secondary mathematics PTs to illuminate their intentions in enacting humanizing pedagogies (del Carmen Salazar, 2013) which both challenge and reify the culture of exclusion.

Methods, Data Sources, Data Analysis. Drawing on the argument PT generated imagined representations (Crespo, 2006; Zazkis et al. 2009) provide insight into the complex nature of how the PTs (re)imaging of the mathematics classroom is developing (Crespo et al., 2011). Prospective teachers in this study were asked to generate imagined responses to various classroom scenarios which drew on their knowledge of enacting humanzing pedagogies. Using my theoretical framework of the culture of exclusion (Louie, 2017), the imagined representations were coded for ways they challenged and reified the culture of exclusion. The PTs then were invited to participate in a follow-up interview focused on their intentions in moments that were identified as both challenging and reifying the culture of exclusion. These interviews were then analyzed through the lens of humanizing pedagogies (del Carmen Salazar, 2013).

Findings. My analysis showed PTs may evoke some inclusive frames of mathematics classrooms by stressing mutual dependance and discussing skills not typically seen as mathematical. At the same time PTs reify the exclusionary frames, such as expressing the importance of routine problems and practice and positioning some students as helpers. Despite these contradictions, the PTs describe the ways in which they intended to enact humanizing pedagogies. These intentions include: honoring the reality of the learner, valuing and supporting students’ identities, creating trusting and caring relations, expecting academic excellence from the students, and acknowledging mainstream knowledges and discourses matter.

Significance. Based on the representations, it could be easy to argue the PTs are not taking up what they have learned in their math teacher education courses (Kennedy, 1999); however, through examining their intentions, a larger narrative is revealed. The findings show PTs do want to disrupt the culture of exclusion in mathematics classrooms (as seen in their intentions) even if their actions (the imagined representations) do not always challenge these discourses in the ways they imagined. Implications from this study will inform how math teacher education considers supporting prospective teachers to learn to enact humanzing pedagogies.

Author

• Sheila Orr, University of Tennessee