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ERIC Number: EJ1086267
Record Type: Journal
Publication Date: 2015-Dec
Pages: 17
Abstractor: ERIC
ISSN: EISSN-2151-2612
Praxis as Dialogue: Teacher and Administrator
Bragelman, John
Journal of Urban Mathematics Education, v8 n2 p27-43 Dec 2015
In the spring of 2014, John Bragelman accepted an administrative position at a community college in Chicago. He struggled with the decision because it meant leaving the mathematics classroom, a space he calls home. As a critical educator, he had the opportunity to watch his students become critical participators in their communities, readers and writers of their world (Gutstein, 2006). He chose to transition to administration because he hoped for a similar narrative on a broader scale, impacting thousands instead of hundreds, but he worried that his values would be negatively influenced by being in a position of "power" in which he might unintentionally reify systemic oppression rather than doing his part to dismantle it. That spring, he encountered bell hooks' (1994) book "Teaching to Transgress: Education as the Practice of Freedom." In "Teaching to Transgress" there is a section where hooks presents a dialogue between herself and her writing voice. This writing style inspired the dialogue presented by Bragelman in this article--a dialogue between the mathematics educator (i.e., "John the Teacher"), and his recently adopted identity, the administrator (i.e., "John the Administrator"). After working in administration for a year, Bragelman returned to the dialogue, reflecting on the position and its power.
Journal of Urban Mathematics Education. Georgia State University, College of Education and Human Development, MSE, 30 Pryor Street Suite 600, Atlanta, GA 30303. Tel: 404-413-8409; Fax: 404-413-8063; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois
Grant or Contract Numbers: N/A