Chapter 19 Case 16: Developing Critical Praxis in a Learning Community: A Case of Using the Acknowledgement, Action, and Accountability Framework to Interrogate Issues of Justice

Mathematics teacher educators have the responsibility to foster well-prepared teachers who “are equipped to question existing educational systems that produce inequitable learning outcomes for students” and are able “to advocate for themselves and challenge the status quo on behalf of their students” (AMTE, 2017, pp. 21–24). Well-prepared teachers recognize and advocate for equity, “access to high quality learning experiences; inclusion for all learners . . . ; and respectful and fair engagement with others” (AMTE, 2015, p. 1) and pursue justice, “a combination of fairness and opportunity” (Learning for Justice, 2020, n.p.). This case describes a learning community embedded within a graduate course targeted at fostering in-service teachers’ capacity to address issues of equity and justice in their contexts.