How do beginning mathematics teachers in Scotland understand their role in education for global citizenship?

Abstract

'Learning for Sustainability’ (LfS) is an entitlement for every child in Scotland and encompasses three strands: sustainable development; global citizenship; and outdoor learning. This study explored how three beginning mathematics teachers are making sense of global citizenship within their developing identities as teachers. A case could be made for both a narrative and a discourse analysis approach and their possible incommensurability is discussed. Interpretive approaches can be criticized for the researcher extracting data and imposing their own meaning which runs contrary to feminist and decolonial aspirations that align with a critical global citizenship education. An attempt has therefore been made to work differently with the transcripts. The students were asked about their view of mathematics and their decision to become a mathematics teacher. The study suggests that a teacher’s conception of mathematics as a discipline may be a ‘way in’ to discussing how they envisage engaging with LfS.