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Common Spaces Matter: Curricular Experiences through Mathematics with Young Prisoners and Prospective Teachers

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Title: Common Spaces Matter: Curricular Experiences through Mathematics with Young Prisoners and Prospective Teachers
Language: English
Authors: Charoula Stathopoulou (ORCID 0000-0001-9277-1010), Peter Appelbaum, Ioannis Fovos, Vasiliki Chrysikou
Source: ZDM: Mathematics Education. 2024 56(3):347-361.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 15
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Institutionalized Persons, Correctional Institutions, Mathematics Instruction, Young Adults, Power Structure, Disadvantaged, Space Utilization, Mathematics Curriculum, Space Classification, Student Experience, Correctional Education, Social Differences
DOI: 10.1007/s11858-024-01558-y
ISSN: 1863-9690
1863-9704
Abstract: Mathematics teaching usually occurs in a "public space"--e.g., a classroom is a public space with rules defining student and teacher roles that cultivate hierarchic relationships. Working in prison with young inmates (18-23 years old) from marginalized populations, we promoted alternative "common spaces" (physical and symbolic) challenging established hierarchies through equal contribution. Such mathematics curriculum employs an antideficit model (Louie et al., 2021) as prisoners co-research their lives with mathematics. Common spaces empower through recognition while enabling identity transformation. Qualitative data from the CoSpIRom [Common Spaces for Integration of Roma Project (http://cospirom.sed.uth.gr).] project explores: (a) whether common spaces, recognition and equal participation can support mathematics literacy while empowering and emancipating young prisoners; and (b) if and how this framework might prepare prospective teachers within contemporary diversity. Bringing together young prisoners and prospective teachers affects both populations. Mathematics curriculum developed through collaboration meets a consistent request from prisoners that educational programs bridge with the outside world as re-entry preparation. Contrasting life stories from prospective teachers operate as alternative models motivating prisoners to rethink their own life stories and self-concepts. Prospective teachers demonstrated significant intercultural communication skill development, empathy and solidarity for marginalized people, reporting important professional identity growth.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1429720
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Charoula+Stathopoulou%22">Charoula Stathopoulou</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9277-1010">0000-0001-9277-1010</externalLink>)<br /><searchLink fieldCode="AR" term="%22Peter+Appelbaum%22">Peter Appelbaum</searchLink><br /><searchLink fieldCode="AR" term="%22Ioannis+Fovos%22">Ioannis Fovos</searchLink><br /><searchLink fieldCode="AR" term="%22Vasiliki+Chrysikou%22">Vasiliki Chrysikou</searchLink>
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Mathematics teaching usually occurs in a "public space"--e.g., a classroom is a public space with rules defining student and teacher roles that cultivate hierarchic relationships. Working in prison with young inmates (18-23 years old) from marginalized populations, we promoted alternative "common spaces" (physical and symbolic) challenging established hierarchies through equal contribution. Such mathematics curriculum employs an antideficit model (Louie et al., 2021) as prisoners co-research their lives with mathematics. Common spaces empower through recognition while enabling identity transformation. Qualitative data from the CoSpIRom [Common Spaces for Integration of Roma Project (http://cospirom.sed.uth.gr).] project explores: (a) whether common spaces, recognition and equal participation can support mathematics literacy while empowering and emancipating young prisoners; and (b) if and how this framework might prepare prospective teachers within contemporary diversity. Bringing together young prisoners and prospective teachers affects both populations. Mathematics curriculum developed through collaboration meets a consistent request from prisoners that educational programs bridge with the outside world as re-entry preparation. Contrasting life stories from prospective teachers operate as alternative models motivating prisoners to rethink their own life stories and self-concepts. Prospective teachers demonstrated significant intercultural communication skill development, empathy and solidarity for marginalized people, reporting important professional identity growth.
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