In this article we introduce the concept of creative insubordination with the goal of analyzing the contributions that this perspective can make in transforming the practices of mathematics educators. The discussion is grounded in considerations of the complexities of education, professional autonomy, reflective practice, and professional collaborations. Our intention is to incite reflections around the question of why the field should consider creative insubordination in reinterpreting the practices of mathematics educators. Critical theories of education and mathematics education, which envision democracy, social justice, ethics, and solidarity as goals of the educational process, are at the heart of our discussions. As such, we justify the need for the community to consider the reinvention of the practices of mathematics educators.
Insubordination; Creativity; Teacher; Researcher; Mathematics Education