Reflections on Ethical Commitments in Critical Mathematics Teacher Education

In this chapter, I argue that my work as a mathematics teacher educator (MTE) has entailed continuously developing, articulating, reinvigorating, and navigating my ethical commitments. I use an embedded narrative to share a shortened version of a previously published article. I, then, engage with intimate scholarship to add layers to the embedded article. With each layer, I share personal and professional experiences to trace: (1) what sensitized me to articulate a commitment to symmetrical relations, (2) what compelled me to become a critical mathematics teacher educator, and (3) the ethical dilemmas that emerge in contexts that hindered the development of symmetrical relations. The chapter contrasts what the embedded article can contribute to the knowledge base of MTEs with the more nuanced and complete portrayal of the work of MTEs that intimate scholarship raises to awareness.