Designing Toward a Humanizing Pedagogy for Mathematics Teacher Education

• In Event: Justice-Oriented Pedagogies in Teacher Education

Abstract

Becoming social justice-oriented mathematics educators entails grappling with complicated aspects of disciplinary learning and attending to issues of race and justice (Authors, 2021). Grounded on Carter Andrews and colleagues’ (2019) three principles of humanizing pedagogy of critical reflection, resisting binaries and enacting ontological and epistemological plurality, we propose a humanizing pedagogy in the context of mathematics teacher education. We investigate the ways in which these three principles are intertwined and co-constructed in a co-designed learning community for prospective elementary teachers. Preliminary findings suggest that attending to such principles through design provided opportunities for prospective teachers of color to bring in their full selves through vulnerability and honesty, and to collectively question dominant mathematics teaching practices.

Authors

• Sandra Zuniga, University of California - Berkeley

• Mallika Scott, California State University - Fullerton