Healing-Centered Educator Activism in Mathematics Actualized by Women of Color Mathematics Teacher Activists

Autor/in	Kokka, Kari
Titel	Healing-Centered Educator Activism in Mathematics Actualized by Women of Color Mathematics Teacher Activists
Quelle	In: Equity & Excellence in Education, 56 (2023) 1-2, S.172-189 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kokka, Kari)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2022.2158391
Schlagwörter	Minority Group Teachers; Mathematics Teachers; Mathematics Instruction; Activism; Wellness; Communities of Practice; Computer Mediated Communication; Audio Equipment; Power Structure; Teacher Attitudes; Social Justice; Teacher Characteristics; Principals; Elementary School Teachers; Middle School Teachers; High School Teachers; Mathematics Achievement; Teaching Methods + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Aktivismus; Politischer Protest; Well being; Well-being; Wohlbefinden; Community; Computerkonferenz; Audio-CD; Lehrerverhalten; Soziale Gerechtigkeit; Principal; Schulleiter; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Many teacher activists engage in justice-oriented work within and outside their classrooms, yet the work of mathematics teacher activists has been understudied. In this qualitative interview study, I investigated ten women of Color mathematics teacher activists' actualization of their organizing work, which includes the creation of and participation in grassroots collectives, podcasts, and online communities that aim to disrupt dominant conceptualizations of mathematical knowledge. Building on theories of teacher activism and healing-centered engagement, I share findings of participants' healing-centered educator activism. From the findings, I theorize a healing-centered educator activism in mathematics framework, which entails centering relationships and community wellness (of humans and the earth) for collective healing, examining and dismantling systems of oppression, broadening conceptualizations of mathematical knowledge, and fostering healthy relationships with dominant mathematics. I discuss constraints and considerations for engaging in healing-centered educator activism as a teacher of mathematics. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01