The Perpetuation and Disruption of Whiteness in Mathematics Teacher Education for Social Justice

• In Event: Teaching Mathematics for Social Justice: Supporting Critical Mathematics Instruction Amid Racial Justice Protests

Abstract

Social justice goals for mathematics teacher education increasingly emphasize learning to teach mathematics for social justice (e.g., Bartell, 2013; Discussant, 2006). A focus on guiding students to use mathematics as a tool to interrogate social (in)justice and take action towards a more just world distinguishes teaching mathematics for social justice (TMSJ) from other equity-minded instructional approaches (Author A et al., 2020; Rubel, 2017). Despite past efforts to advance social justice in mathematics education, the experiences and learning of Black and Brown students remain marginalized (Author A et al., 2014) because school mathematics “is placed largely in the hands of Whites or in the hands of non-Whites who are positioned to preserve White interests” (Martin, 2015, p. 21). Only a few researchers have questioned whether the same holds for TMSJ in PreK-12 classrooms (Author B, 2019; Larnell et al., 2016) and mathematics teacher education (Author B et al., in press; Bartell, 2013; Rubel, 2017).

This study investigates the operation of whiteness, “the ideology that maintains White supremacy, or valuing one racial group over others” (Battey & Leyva, 2016; p. 50), in mathematics teacher education focused on TMSJ. Specifically, I examined a case in which two early career teachers (white women) and four prospective teachers (3 white men; 1 Latinx woman) came together with me (a white woman) to learn how to teach mathematics for social justice. Across three days, we co-constructed the meaning of TMSJ and collaboratively planned a TMSJ project for middle schoolers. Then, we co-taught and debriefed to consider implications for each individual teachers’ TMSJ practice. The following research questions guide this paper: (1) How is whiteness perpetuated throughout learning TMSJ? And (2) How is it challenged?

I used a combination of conventional analytical-inductive methods (Miles & Huberman, 1994) and less conventional methods of iteratively viewing the data and the framework for whiteness in mathematics education (Battey & Leyva, 2016) through the lens of the other (Augustine, 2014) to analyze field notes and transcripts. As others have noted (e.g., Bartell, 2013; Rubel, 2017), I found that tensions arose for teachers most often when they sought to balance goals from the school mathematics curriculum with goals for teaching and learning for and about social justice. For example, Olivia noted, “in the scheme of a classroom, [the project] would have been eight class days to spend on one, not super math heavy topic.” This concern reflects the perpetuation of white interests in TMSJ that prioritize mathematics content as neutral (because it aligns with white cultural practices). At the same time, teachers challenged the operation of whiteness by prioritizing students’ emotional experiences (over mathematical experiences) during the enactment and in their discussion of the project.

I discuss the above and other examples to illustrate how the institutional dimensions of school mathematics continue to legitimize white supremacy in mathematics teacher education for social justice. I conclude by arguing for a more intentionally anti-racist teacher education approach to TMSJ that prioritizes racial justice over the broader call for social justice.

Author

• Frances K Harper, The University of Tennessee