• Episode 96: Kate Johnson: Identity, Language, and Pedagogy in and beyond being a Math Teacher Educator

  • 2024/09/11
  • 再生時間： 55 分
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Episode 96: Kate Johnson: Identity, Language, and Pedagogy in and beyond being a Math Teacher Educator

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  • Learning to teach math teachers better with Dr. Kate Johnson, Associate Professor of Mathematics Education at Brigham Young University, as we discuss her experiences and advice as a mathematics teacher educator, as an associate editor of the Mathematics Teacher Educator journal, and as a co-author of the article, Ungrievable: Theorizing white Christian nationalist rhetorical practices in education in the Review of Education, Pedagogy, and Cultural Studies journal. Links from the episode Johnson, K. R., Hadley, H. L., Schoonbeck, A., & Benson, S. E. (2024) Ungrievable: Theorizing white Christian nationalist rhetorical practices in education. Review of Education, Pedagogy, and Cultural Studies. http://dx.doi.org/10.1080/10714413.2024.2388913 Johnson, K. R., Holdaway, E., & Ross, A. S. (2021). “We are children of God”: White Christian teachers discussing racism. Linguistics and Education, 64. https://doi.org/10.1016/j.linged.2021.100936 Johnson, K. R. (2016). Enduring positions: Religious identity in discussions about critical mathematics education. Religion and Education, 43(2), 230-245. https://doi.org/10.1080/15507394.2016.1147916 Johnson, K. R. (accepted for 2024). The road to find: Poetry as a tool for developing a productive community. In C. Koestler & E. Thanheiser (Eds.), Building Community to Center Equity and Justice in Mathematics Teacher Education. Association of Mathematics Teacher Educators. Johnson, K. R. (2016). Reconceptualizing “activism”: Developing a socially conscious practice with prospective White mathematics teachers. In N. M. Joseph, C. M. Haynes, & F. Cobb (Eds.), Interrogating Whiteness and Relinquishing Power: White Faculty’s Commitment to Racial Consciousness in STEM Classrooms (pp. 171-187). Peter Lang Publishing. Special Call from the MTE Journal for Supporting Teachers to Engage Traditionally Marginalized Learners. Due 10/15/24 (https://www.amte.net/connections/2024/09/special-call-mte-journal) Mathematics Teacher Educator Commentaries to help authors of MTE manuscripts Vol. 5, Issue 2, March 2017 which describes a writing tool for preparing a MTE manuscript https://doi.org/10.5951/mathteaceduc.5.2.0085 6(1), Sept 2017 which talks about articulating of a problem of practice; https://doi.org/10.5951/mathteaceduc.6.1.0003 6(2), March 2018 which describes the relationship between claims and evidence in MTE https://doi.org/10.5951/mathteaceduc.6.2.0004 11(3), June 2023 on positionality in your pedagogy and writing for MTE: https://doi.org/10.5951/MTE.2023.0007 Mathematics Teacher Educator podcast (https://mtepodcast.amte.net/) Special Guest: Kate Johnson.
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あらすじ・解説

Learning to teach math teachers better with Dr. Kate Johnson, Associate Professor of Mathematics Education at Brigham Young University, as we discuss her experiences and advice as a mathematics teacher educator, as an associate editor of the Mathematics Teacher Educator journal, and as a co-author of the article, Ungrievable: Theorizing white Christian nationalist rhetorical practices in education in the Review of Education, Pedagogy, and Cultural Studies journal. Links from the episode Johnson, K. R., Hadley, H. L., Schoonbeck, A., & Benson, S. E. (2024) Ungrievable: Theorizing white Christian nationalist rhetorical practices in education. Review of Education, Pedagogy, and Cultural Studies. http://dx.doi.org/10.1080/10714413.2024.2388913 Johnson, K. R., Holdaway, E., & Ross, A. S. (2021). “We are children of God”: White Christian teachers discussing racism. Linguistics and Education, 64. https://doi.org/10.1016/j.linged.2021.100936 Johnson, K. R. (2016). Enduring positions: Religious identity in discussions about critical mathematics education. Religion and Education, 43(2), 230-245. https://doi.org/10.1080/15507394.2016.1147916 Johnson, K. R. (accepted for 2024). The road to find: Poetry as a tool for developing a productive community. In C. Koestler & E. Thanheiser (Eds.), Building Community to Center Equity and Justice in Mathematics Teacher Education. Association of Mathematics Teacher Educators. Johnson, K. R. (2016). Reconceptualizing “activism”: Developing a socially conscious practice with prospective White mathematics teachers. In N. M. Joseph, C. M. Haynes, & F. Cobb (Eds.), Interrogating Whiteness and Relinquishing Power: White Faculty’s Commitment to Racial Consciousness in STEM Classrooms (pp. 171-187). Peter Lang Publishing. Special Call from the MTE Journal for Supporting Teachers to Engage Traditionally Marginalized Learners. Due 10/15/24 (https://www.amte.net/connections/2024/09/special-call-mte-journal) Mathematics Teacher Educator Commentaries to help authors of MTE manuscripts Vol. 5, Issue 2, March 2017 which describes a writing tool for preparing a MTE manuscript https://doi.org/10.5951/mathteaceduc.5.2.0085 6(1), Sept 2017 which talks about articulating of a problem of practice; https://doi.org/10.5951/mathteaceduc.6.1.0003 6(2), March 2018 which describes the relationship between claims and evidence in MTE https://doi.org/10.5951/mathteaceduc.6.2.0004 11(3), June 2023 on positionality in your pedagogy and writing for MTE: https://doi.org/10.5951/MTE.2023.0007 Mathematics Teacher Educator podcast (https://mtepodcast.amte.net/) Special Guest: Kate Johnson.
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