Abstract / Synopsis
Teaching is widely considered one of the “caring professions,” but conceptualizations of care and how care is put into practice in education are not universal. In this article, we draw from a range of perspectives on care that integrate supportive interpersonal relationships, high expectations, and culturally relevant theories of critical care, as well as Queer Theory and Disability Justice, to explore the application of these ideas in mathematics education. We identify key elements for building communities of care in mathematics education contexts: co-constructing community agreements, redefining participation, shifting traditional power structures, collaborative problem solving, and building networks of care beyond the classroom. We share our experiences implementing these elements of communities of care and propose that the integration of these elements can serve as the starting point for a framework for building communities of care for equity, justice, and culturally responsive practice in mathematics education.
DOI
10.5642/jhummath.ZVWH1822
Recommended Citation
Nicole Fletcher & B Waid, "Building Communities of Care for Equity, Justice, and Culturally Responsive Practice in Mathematics Education," Journal of Humanistic Mathematics, Volume 14 Issue 2 (July 2024), pages 369-422. DOI: 10.5642/jhummath.ZVWH1822. Available at: https://scholarship.claremont.edu/jhm/vol14/iss2/12
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