Using Critical Whiteness to Explore A Mathematics Teacher Candidate's Experiences With Dissonance in Urban Contexts

Session Submission Type: Individual Session

Description for Program

We share experiences of Brett, a White male mathematics teacher candidate working in an urban school. Drawing on cognitive dissonance and critical whiteness studies, we offer one way to consider how social contexts and ideologies impact reactions to dissonance.

Sub Unit

• Equity and Mathematics Education

Lead Presenter

• Stephanie Behm Cross, Georgia State University

Co-Presenter

• Nermin Bayazit, Fitchburg State University