Enduring Positions: Religious Identity in Discussions about Critical Mathematics Education

Teacher educators must know how to engage prospective and practicing teachers in deepening their understanding of the influence of racism and classism on schooling, including how teachers’ identities play a role in shaping their thinking. I hypothesize that in discussions about race and class in (mathematics) education, teachers might invoke their religious identities in a variety of ways (e.g., making meaning of a topic, distancing themselves from ideas). This hypothesis is explored, theoretically, and two examples are used to unpack how teachers invoke their religious identities in the context of these discussions. Implications for teacher education and theory are discussed.