Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Kate le Roux, Armando Solares-Rojas, Alf Coles
University of Cape Town
⬇ Download PDFIn this conceptual report, we develop ideas relating to a socio-ecological approach to mathematics teacher professional learning, asking, what is the role of the facilitator? We focus on the related concepts of recognition, debt, grievance, and refusal, in socio-ecological relations. We conceptualise by thinking from place, a process of reading diffractively through scholarship and narrative interviews with teaching facilitators from two geopolitical South contexts. We theorise the facilitator role as creating and holding relational, communal spaces involving multiple ways of knowing, being and teaching. These spaces function as grievances: for recognising inequities and our needing one another as qualitative debt; and for confronting inequities in refusal. We offer our theorising to others for diffractive reading in their thinking from place.
socio-ecologyteacher professional learningmathematics teacher educatorrelationscommunity