RUME 26
2024
Omaha, Nebraska
"More and New Insight": Undergraduate Mathematics Stakeholders See, Imagine, and Evaluate Selves Through Collective Poems on Inclusive Teaching
Page: 223
The use of inclusive teaching practices is novel for many instructors; there is a need to support instructors in envisioning what it looks like to teach inclusively. Related to this learning is a focus on reflection—on one’s current self as an instructor and envisioning whom one could become as an inclusive teacher. This study explores reflections made possible by reading and responding to collective transcription poetry. Informed by Gutiérrez’s conceptualization of equitable teaching as existing across critical and dominant axes, we took undergraduate mathematics program stakeholders’ definitions of inclusive teaching practice and created collective transcription poems. We presented the poems to stakeholders, who then reflected on them. We highlight reflections indicative of stakeholders’ current selves and possible selves, and the emergent theme of evaluative selves as ways in which to bridge these two dimensions of self with regard to inclusive teaching. We conclude by sharing directions for future work.