Narratives of Equity in Education: The Sociopolitical Microstances of Secondary Mathematics Teachers
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This sonata-form case study investigates the sociopolitical microstances of three secondary mathematics teachers in an urban, comprehensive high school. The study is framed by three questions: 1) How can philosophical pragmatism add a purposive, action focused piece to the sociopolitical framework? 2) What sociopolitical microstances – focused on the practice of teaching – can we identify from the narratives of mathematics teachers? 3) What inhibitions can we identify that are preventing teachers from further transformation in their classrooms? To address the first question both historical and contemporary pragmatist philosophy as well as a bridge between poststructuralism and philosophical pragmatism was used to augment the current sociopolitical theory in mathematics education research. Sociopolitical microstances were identified within the three sonata-form case study narratives – connecting broader social, cultural, and political implications, past and present framings of teacher knowledge, and narrative inquiry with equitable mathematics teaching. The microstances identified in the narratives include: anti-racist, deconstructing ability, community, conocimiento, Napantla, and being more than a teacher. Inhibitions were also identified from the narratives, and these include: time and emotional energy, local/state/national requirements, college course requirements, disconnect from academic scholarship, and having to confront the whiteness in others.