Mathematics Teacher Educator Activism: A Framework for Making Visible Mathematics Teacher Educators’ Justice-Oriented Work

Author:
Sheila Orr Michigan State University

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Volume/Issue:
Volume 13: Issue 2
Page(s):
136–157
DOI:
https://doi.org/10.5951/MTE.2023-0042
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Keywords:
activism; social justice; equity; mathematics teacher education

Mathematics teacher education has increasingly compelled mathematics teacher educators (MTEs) to take up the challenge of preparing prospective teachers to embrace justice-oriented pedagogies. Given the current climate of growing attacks on critical educators, I argue for the need to make visible and organize the ongoing ways MTEs engage in justice-oriented pedagogies. Grounded in Collins’ (2012) conceptualization of intellectual activism and Picower’s (2012) conceptualization of practitioner activism, I conducted an analysis of Association of Mathematics Teacher Educators affiliated materials to illuminate the ways MTEs are already engaging in and sharing their activism work. A framework is proposed to make visible the connected ways MTEs engage in activism and discuss how, as a collective, MTEs can stand together against injustices in mathematics education.

Contributor Notes

Sheila Orr, Department of Teacher Education, College of Education, Michigan State University, East Lansing, MI 48825; smorr11@msu.edu https://orcid.org/0000-0002-8818-2093

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Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2025
Page Count:
22
Article Category:
Research Article
Received:
08 Sep 2023
Accepted:
21 Jun 2024
Print Publication Date:
01 Feb 2025
Online Publication Date:
Feb 2025
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