Negotiating the structural and personal intensities of gender, affects and whiteness through culturally responsive becoming in mathematics

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dc.contributor.authorSchulz, S.
dc.contributor.authorDiplock, A.
dc.date.issued2024
dc.description.abstractMarked by growing cultural diversity of the student body alongside education policies grounded in whiteness, the Australian education system is both evolving while tethered to past and ongoing colonial power. Amidst these tensions, we are concerned with how schools and teachers become culturally responsive. Most Australian teachers are not only White but female, thus the White female teacher’s relation to the culturally diverse learner is structural. Utilising life history methodology, we explore how White female mathematics teacher, ‘Lara’ negotiates these relations in a learning area synonymous with exclusion. We argue: 1) culturally responsive becoming in White Australia involves disrupting whiteness; 2) whiteness in the educational encounter is not only raced but gendered and so too is school mathematics; 3) disrupting the exclusivity of mathematics has broader implications. The paper contributes to Australian scholarship on culturally responsive schooling by bringing whiteness and gender more sharply to the fore.
dc.description.statementofresponsibilitySamantha Schulz and Abigail Diplock
dc.identifier.citationCritical Studies in Education, 2024; 1-18
dc.identifier.doi10.1080/17508487.2024.2420335
dc.identifier.issn1750-8487
dc.identifier.issn1750-8495
dc.identifier.orcidSchulz, S. [0000-0002-3458-3617]
dc.identifier.urihttps://hdl.handle.net/2440/143475
dc.language.isoen
dc.publisherInforma UK Limited
dc.relation.granthttp://purl.org/au-research/grants/arc/DP220100651
dc.rights© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
dc.source.urihttp://dx.doi.org/10.1080/17508487.2024.2420335
dc.subjectCulturally responsive becoming; gender; whiteness; affects; habits; mathematics teaching; micropolitics
dc.titleNegotiating the structural and personal intensities of gender, affects and whiteness through culturally responsive becoming in mathematics
dc.typeJournal article
pubs.publication-statusPublished online

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