868
Views
4
CrossRef citations to date
0
Altmetric
Articles

‘The ability to lay yourself bare’: centering rupture, inherited conversations, and vulnerability in professional development

, , , &
Pages 243-256 | Received 10 Jun 2020, Accepted 09 Feb 2021, Published online: 03 Mar 2021

References

  • Annamma, S.A., Jackson, D.D., and Morrison, D., 2017. Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society. Race ethnicity and education, 20 (2), 147–162. doi:https://doi.org/10.1080/13613324.2016.1248837
  • Anzaldúa, G., 2015. Light in the dark/Luz en lo oscuro: rewriting identity, spirituality, reality. Durham, NC: Duke University Press.
  • Bang, M. and Vossoughi, S., 2016. Participatory design research and educational justice: studying learning and relations within social change making. Cognition and instruction, 34 (3), 173–193. doi:https://doi.org/10.1080/07370008.2016.1181879
  • Bonilla-Silva, E., 2006. Racism without Racists: color-blind racism and the persistence of racial inequality in the United States. Lanham, Maryland: Rowman & Littlefield Publishers, inc.
  • Chafouleas, S.M., et al., 2016. Toward a blueprint for trauma-informed service delivery in schools. School mental health, 8 (1), 144–162. doi:https://doi.org/10.1007/s12310-015-9166-8
  • Cole, M. and Levitin, K., 2000. A cultural-historical view of human nature. In: N. Roughley, ed.. Being humans: anthropological universality and particularity in transdisciplinary perspectives. NY: deGruyter, 64–80.
  • Cole, M., 2003. Cultural psychology: a once and future discipline. sixth ed. Cambridge, MA: Harvard University.
  • Cole, M. and Gajdamashko, N., 2009. The concept of development in cultural-historical activity theory: vertical and horizontal. In: A. Sannino, H. Daniels, and K.D. Gutiérrez, eds. Learning and expanding with activity theory. New York, NY: Cambridge University Press, 129–143.
  • Cole, S.F., et al., 2005. Helping traumatized children learn: supportive school environments for children traumatized by family violence. Boston: MA: Advocates for Children.
  • Deiri, Y. (2018). Finding way just like an ant: racialized bodies reading and writing themselves. (Order No. 1125342205). [Doctoral dissertation, The Ohio State University]. ETD Center.
  • Engeström, Y. and Sannino, A., 2010. Studies of expansive learning: foundations, findings and future challenges. Educational research review, 5 (1), 1–24. doi:https://doi.org/10.1016/j.edurev.2009.12.002
  • Erickson, F., 2006. Studying side by side: collaborative action ethnography in educational research. In: G. Spindler and L. Hammond, eds.. Innovations in educational ethnography: theory, methods and results. Mahwah, NJ: Erlbaum, 235–257.
  • Fine, M., 2018. Just research in contentious times: widening the methodological imagination. New York, NY: Teachers College Press.
  • Freeman, Q. and Jurow, A.S., 2018. Becoming a more disruptive teacher. In: E. Mendoza, B. Kirshner, and K. Gutiérrez, eds.. Power, equity, and (re)design: bridging learning and critical theories in learning ecologies for youth. Charlotte, NC: Information Age Press, 35–52.
  • Garfinkel, H., 1967. Studies in ethnomethodology. Englewood Cliffs, NJ: Prentice Hall.
  • Ginwright, S., 2016. Hope and healing in urban education: how urban activists and teachers are reclaiming matters of the heart. New York, NY: Routledge.
  • Grossman, P. and McDonald, M., 2008. Back to the future: directions for research in teaching and teacher education. American educational research journal, 45 (1), 184–205. doi:https://doi.org/10.3102/0002831207312906
  • Gutiérrez, K.D., 2008. Developing a sociocritical literacy in the third space. Reading research quarterly, 43 (2), 148–164. doi:https://doi.org/10.1598/RRQ.43.2.3
  • Gutiérrez, K.D., et al.,2019. Youth as historical actors in the production of possible futures. Mind, culture, and activity, 26 (4), 291–308. doi:https://doi.org/10.1080/10749039.2019.1652327
  • Gutiérrez, K.D. and Jurow, A.S., 2016. Social design experiments: toward equity by design. Journal of the learning sciences, 25 (4), 565–598. doi:https://doi.org/10.1080/10508406.2016.1204548
  • Gutiérrez, K.D. and Vossoughi, S., 2010. “Lifting off the ground to return anew”: documenting and designing for equity and transformation through social design experiments. Journal of teacher education, 61 (1–2), 100–117. doi:https://doi.org/10.1177/0022487109347877
  • Gutiérrez, R. (2018a, March). Rehumanizing Mathematics: a Vision for the Future. Invited speaker at the Latinx in the Mathematics Sciences Conference. Institute for Pure & Applied Mathematics. https://www.youtube.com/watch?v=D266LYIigS0[Accessed 3 December 2018].
  • Gutiérrez, R., 2018b. The need to rehumanize mathematics. In: I. Goffney and R. Gutiérrez, eds.. Rehumanizing mathematics for black, indigenous and latinx students. Reston, VA: NCTM, 1–6.
  • Hand, V., 2012. Seeing culture and power in mathematical learning: toward a model of equitable instruction. Educational studies in mathematics, 80 (1–2), 233–247. doi:https://doi.org/10.1007/s10649-012-9387-9
  • Haney-Lopez, I., 2003. Racism on trial, the Chicano fight for justice. Cambridge, MA: Belknap.
  • Holland, D., and Lave, J. 2009. Social practice theory and the historical production of persons. Actio: An International Journal of Human Activity Theory (2), 1–15.
  • Jablonski, N.G., and Chaplin, G. 2010. Human skin pigmentation as an adaptation to UV radiation. Proceedings of the National Sciences of the United States of America. 107 (2), 8962–8968. doi:https://doi.org/10.1073/pnas.0914628107.
  • Jordan, B. and Henderson, A., 1995. Interaction analysis: foundations and practice. Journal of the learning sciences, 4 (1), 39–103. doi:https://doi.org/10.1207/s15327809jls0401_2
  • Kalinec-Craig, C.A., 2017. The rights of the learner: a framework for promoting equity through formative assessment in mathematics education. Democracy and education, Article 5. 25 (2), 1–11.
  • Kokka, K., 2019. Healing-Informed Social Justice Mathematics: promoting Students’ Sociopolitical Consciousness and Well-Being in Mathematics Class. Urban education, 54 (9), 1179–1209. doi:https://doi.org/10.1177/0042085918806947
  • Lampert, M., 2010. Teaching in, from, and for Practice: what Do We Mean? Journal of teacher education, 61 (1–2), 21–34. doi:https://doi.org/10.1177/0022487109347321
  • Louie, N., 2018. Culture and ideology in mathematics teacher noticing. Educational studies in mathematics, 97 (1), 55–69. doi:https://doi.org/10.1007/s10649-017-9775-2
  • Mendoza, E. (2014). Disrupting common sense notions through transformative education. Understanding purposeful organization and movement toward mediated praxis (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses Database. (UMI No.3635879)
  • Miles, M. and Huberman, A.M., 1994. Qualitative data analysis. 2nd ed.. Thousand Oaks, CA: Sage.
  • Nasir, N.I.S., 2012. Racialized identities: race and achievement among African American Youth. Palo Alto, CA: Stanford University Press.
  • Nasir, N.S. and Shah, N., 2011. On defense: African American males making sense of racialized narratives in mathematics education. Journal of African American Males in Education, 2 (1), 24–45.
  • Philip, T.M., et al., 2019. Making justice peripheral by constructing practice as “core”: how the increasing prominence of core practices challenges teacher education. Journal of teacher education, 70 (3), 251–264. doi:https://doi.org/10.1177/0022487118798324
  • Plumb, J.L., Bush, K.A., and Kersevich, S.E., 2016. Trauma-sensitive schools: an evidence-based approach. School social work journal, 40 (2), 37–60.
  • Rendón, L.I., 2009. Sentipensante (sensing/thinking) pedagogy: educating for wholeness, social justice and liberation. Sterling, VA: Stylus Publishing, LLC.
  • Rogoff, B., 1995. Observing sociocultural activity on three planes. In: J.V. Wertsch, P. Del Río, and A. Alvarez, eds.. Sociocultural studies of mind. New York: Cambridge University Press, 139–163.
  • Saldaña, J., 2015. The Coding Manual for Qualitative Researchers. Thousand Oaks, CA: Sage Publications.
  • Sherin, M.G., Jacobs, V.R., and Philipp, R.A., Eds., 2011. Mathematics teacher noticing: seeing through teachers’ eyes. New York, NY: Routledge.
  • Souto-Manning, M. and Stillman, J., 2020. In the pursuit of transformative justice in the education of teacher educators. The new educator, 16 (1), 1–4. doi:https://doi.org/10.1080/1547688X.2019.169887
  • Urrieta, L., 2007. Figured worlds and education: an introduction to the special issue. The urban review, 39 (2), 107–116. doi:https://doi.org/10.1007/s11256-007-0051-0
  • Valenzuela, C., Mendoza, E., and Abad, M., 2019. Critical embodied noticing. Paper presented at the annual meeting of the American Educational Research Association. Toronto, Ontario: Canada.
  • van Es, E.A. and Sherin, M.G., 2008. Mathematics teachers’ “learning to notice” in the context of a video club. Teaching and teacher education, 24 (2), 244–276. doi:https://doi.org/10.1016/j.tate.2006.11.005
  • Vygotsky, L., 1978. Mind in society. Cambridge, MA: Harvard University.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.