Opening Space for Change and Empowerment through Philosophical and Structural Contemplation in Teacher Professional Development

In this theoretical article, I examine the norms of teacher professional development with an eye towards modifying them to allow for genuine systemic change. I first argue that current norms restrict professional development practice to "pseudo-activity" which necessarily operates within rather than against larger societal structures. I then propose philosophical and structural contemplation of mathematics as an example of a currently non-normed practice that has the potential to effect substantive change. [For the complete proceedings, see ED606531.]