AUTHOR=Hagman Jess Ellis , Voigt Matthew , Bennett Amy Been , Nicole Fantasi , Bolick Margaret Ann , Pai Leilani , Kress Nancy , Quaisley Kelsey , Tremaine Rachel , Funk Rachel , Wonch Hill Patricia , Smith Wendy M. TITLE=Experiencing tensions of nepantla with inner-departmental change groups JOURNAL=Frontiers in Education VOLUME=9 YEAR=2024 URL=https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2024.1454303 DOI=10.3389/feduc.2024.1454303 ISSN=2504-284X ABSTRACT=

This study explores the experiences of three Networked Improvement Communities (NICs) within mathematics departments as they work to critically transform their introductory mathematics programs. Drawing on the framework of dominant and critical axes of equity, we identify three key tensions experienced by the NICs: identity neutrality versus identity centrality, power over versus power with, and students as novices versus students as experts. These tensions are framed as productive enactments of working to change systems from within, highlighting the challenges and opportunities inherent in navigating the liminal space of nepantla. We argue that engaging with these tensions is crucial for fostering critical transformations and offer recommendations for leveraging the roles of identity, power, and student partnership to promote more equitable and inclusive mathematics education environments.