When Mathematics Teacher Educators Come Under Attack

Mathematics teacher education is in an interesting historical moment. On the one hand, there is greater realization within our field of the connections between systems of power and mathematics (O’Neil, 2016). Those in the field are starting to acknowledge how mathematics education can be viewed as dehumanizing for both students and teachers as well as what might constitute rehumanizing practices (Gutiérrez, in press). Professional organizations are calling for teachers to move beyond simplistic notions of equity to understand these power dimensions and challenge the system on behalf of (and in community with) Black,¹ Indigenous,² and Latinx³ students in particular.