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The Struggle Is Pedagogical: Learning to Teach Critical Mathematics

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The Philosophy of Mathematics Education Today

Part of the book series: ICME-13 Monographs ((ICME13Mo))

Abstract

Paulo Freire’s and Amílcar Cabral’s orientation of social struggles as pedagogical suggests that when teachers are involved in community issues and struggles, they develop some of the necessary political-pedagogical knowledge to teach critical mathematics (or any subject). One does not learn to swim in a library, wrote Freire, and one will not grasp nuances of social movements and community resistance by watching alone—though active engagement is a process and has multiple entry points. In this chapter, I examine one teacher’s participation in a community struggle rooted in Black self-determination, and how her learning supports her own political development and radical pedagogies.

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Notes

  1. 1.

    I use Latinx as a gender-neutral and meant-to-be inclusive word for Latina and Latino. This refers to people who are from (or their families are from) Latin America.

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Authors and Affiliations

  1. Department of Curriculum and Instruction, University of Illinois at Chicago, 1040 W. Harrison St., M/C 147, Chicago, IL, 60607, USA

    Eric “Rico” Gutstein

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  1. Eric “Rico” Gutstein
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Correspondence to Eric “Rico” Gutstein .

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  1. School of Education, University of Exeter, Exeter, United Kingdom

    Paul Ernest

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Gutstein, E. (2018). The Struggle Is Pedagogical: Learning to Teach Critical Mathematics. In: Ernest, P. (eds) The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-77760-3_8

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  • DOI: https://doi.org/10.1007/978-3-319-77760-3_8

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  • Publisher Name: Springer, Cham

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