Problematizing “Mathematics Education for Social Justice”

Abstract

In this presentation we explore conceptions of social justice and of mathematics education for social justice (MEfSJ). We recover examples from research literature that both attempt a definition and/or link MEfSJ to a set of concerns related to gender equity, access, democracy, ethnicity, and social background. Other examples show a link between MEfSJ and notions of Critical Mathematics Education/Pedagogy. And other examples show more or less substantial challenges to, and tensions in, our attempt to conceptualize MEfSJ. Positioning ourselves in a socio-political understanding of ME, we also explore the origins of the notion of social justice in the 19th century. Finally, we attempt to articulate that historical understanding of social justice with a socio-political approach on ME, testing that articulation with some present-day concerns and research examples