Abstract
In this chapter, we present our take on duoethnographic methodology in order to make sense of our practice as mathematics pre-service teacher educators. In doing so, we think of borders in two ways: methodological borders between Western academic methodologies and non-Western worldviews and borders created by standardization of teacher education in the United States. After establishing methodological borders and the ways to cross them, we use the methodology to make sense of borders in our own practice as immigrants and teacher educators.
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Notes
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For the detailed descriptions of racial disparities in Charleston, please see Stacey Patton’s report The State of Racial Disparities in Charleston County, South Carolina 2005–2015 available at https://rsji.cofc.edu/resources/disparities-report/
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ndunda, m., Radakovic, N. (2020). Standardization and Borders in Mathematics Pre-service Teacher Education: A Duoethnographic Exploration. In: Radakovic, N., Jao, L. (eds) Borders in Mathematics Pre-Service Teacher Education. Springer, Cham. https://doi.org/10.1007/978-3-030-44292-7_13
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DOI: https://doi.org/10.1007/978-3-030-44292-7_13
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