Promoting Equitable Systems in Mathematics Education Starts with Us: Linking Literature on Allywork to the Work of Mathematics Teacher Educators

Mathematics teacher educators (MTEs) within mathematics education systems have unearned assets that present strengths and challenges to the process of developing relationships with mathematics teachers (MTs), students, and their communities. Aware of such issues, we discuss in this chapter the concept and potential applications of allywork for the promotion of equitable systems in mathematics education. With this goal, we draw on literature from within and outside of mathematics education to (1) understand sociohistorical reasons for why MTEs should consider an ally stance in their work with MTs, (2) to consider who an ally is (and is not), and (3) to detail what allywork entails. An analysis of the coercive and hierarchical relations that the mathematics education field has inherited through the systemic feminization of education in the classroom and the masculinization of research and teacher education and the current diverse demographics of the US mathematics educational system frames the need and relevance of allywork. Allywork is understood as MTEs and MTs (as well as students and their community) working with each other in self, others, and systems (SOS) spaces. Description of an interior as well as exterior negotiation and disruption of issues of privilege and oppression highlight the personal and yet systemic dimensions required in MTEs' work and identities as allies. This chapter further contrasts allywork with other stances, links these ideas to mathematics education, and raises questions on how MTEs' work and identities critically address and intersect with the goals, needs, and actions of others in SOS spaces.