Mathematics Teachers’ Learning and Sensemaking of Culturally Sustaining Pedagogy Amidst Political Strife

• In Event: Critically Authoring Resistance in Mathematics and Science Education

Abstract

Educational scholars advocate for Culturally Sustaining Pedagogies (CSPs); however, there is a perceived disconnect between teaching content and such pedagogies, particularly in mathematics. In this paper, we use critical discourse analysis to investigate the learning of a group of mathematics teachers voluntarily working together to learn about CSPs, with a focus on social justice mathematics. We found that the affinity group provided: (1) a supportive space for making sense of pedagogical responsibilities; (2) resources to support social justice mathematics; and (3) strengthened resolve to enact CSPs in a threatening sociopolitical context. These findings showcase the importance of affinity groups for supporting teachers’ learning of CSPs.

Authors

• Devan MacKenzie, North Carolina State University

• Samantha Marshall, North Carolina State University