Centering community and care: Enacting the Torres’ rights of the learner to support middle grades students in building collective responsibility in learning mathematics

Abstract

In this paper, we propose a teaching approach centered on community and care, aimed at fostering a democratic classroom environment. We highlight the communal co-creation of the Rights of the Learner (RoTL) as the foundation for establishing a shared responsibility atmosphere. Our interpretation of the RoTL challenges traditional power dynamics, control structures, and authority in educational settings, advocating for an environment of mutual respect and collective learning. This approach promotes a more inclusive learning environment, where responsibility is distributed among all classroom members, enhancing unity and collective investment in the learning process. We provide concrete classroom practices to illustrate the enactment of the RoTL by offering a practical approach for integrating community and care to transform teaching and learning of mathematics into a democratic, inclusive, and equitable community for all learners.