Post-Intentional Phenomenological Inquiry Into Culturally Relevant Mathematics in Elementary Education: Toward a Multiplex Understanding of Culture

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Abstract

This paper explores elementary teachers’ lived experience with culturally relevant pedagogy in mathematics. Drawing on the post-colonial concept of cultural hybridity and hybrid consciousness by Bhabha (1994), this study challenges the simplistic understanding of culturally relevant mathematics (CRM) pedagogy as merely incorporating others’ cultural aspects into math lessons. This study discusses CRM practice as a process of navigating a multilayered, in-between pedagogical space where various cultures, sociohistorical contexts, curricular expectations, and professional demands and expectations interact and intersect. The findings demonstrate that supporting teachers in CRM teaching requires multilayered approaches to deepen their understanding of CRM in elementary education.

Authors

• Younkyung Hong, Ball State University

• Dugyum Kim, University of Minnesota

• Tong Li, Ball State University

• Joshua A. Fisher, Ball State University