Relying on the intersections of Indigenous Research Methodologies andHumanizing Research, the authors of this article argue that by re-centering relationships through critical listening and storying, we are better suited to co-construct our shared truths and realities in the space between the telling and hearing of stories. As we do so, we move beyond the sometimes dehumanizing "slash" of researcher/participant and professor/student and into more fertile spaces where our collective desires for educational, political, and social change are forged because of our commitment to sustaining meaningful relationships as well as our refusal to ignore our impact on each other.

As the school population becomes increasingly diverse with students of differing ethnic, cultural and linguistic backgrounds, there is a need for more responsive practices that capitalize on the cultural capital that such students bring to the learning process. Current practices especially in mathematics teaching are failing to meet the learning needs of most diverse students thus contributing to their lack of success. Further, few teacher education programs have successfully tackled the challenging task of preparing teachers to meet the learning needs of diverse students. This article explores the theory of constructivism and its implications to mathematics teaching. The article further explores culturally responsive pedagogy and what it means to be a culturally responsive teacher. In their analyses, the authors draw parallels between culturally responsive pedagogical practices and strategies for teaching based on a constructivist view of learning. They demonstrate why the general principles derived from the constructivist theory are particularly suited for teaching diverse students consistent with notions of culturally responsive pedagogy. Some recommendations for teacher preparation are then provided.

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