The Anti-Exclusionary Mathematics Teacher Identity Development Framework

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  In Roundtable Session: Investigating Teacher Development from the Inside Out

Abstract

School mathematics is one part of an intertwined network of systems of oppression in the United States. Dubbed the “culture of exclusion” (Louie, 2017), numerous scholars have shown how the forms of mathematics that dominate classrooms reproduce racial hierarchies and reify Whiteness (Chen & Buell, 2018; Louie, 2020; Shah, 2017). The impact of systems of oppression has not been the focus of a critical mass of research on mathematics teacher identities as they learn to teach (Graven & Heyd-Metzuyanim, 2019). In this paper, I draw on data from a qualitative study of preservice secondary mathematics teachers to name parallels between the identity processes of math teachers and White people as I establish a theory of anti-exclusionary mathematics teacher identity development.

Author

• Brian Alexander Smith, University of Minnesota - Duluth