Negotiating Social Justice Teaching: One Full-Time Teacher's Practice Viewed From the Trenches

By Susan Gregson. 2013

69 citations recorded by the source corpus.

This case study examines the practice of a full-time mathematics teacher and social activist working in a secondary school with the twin missions of college preparation and social justice. Findings detail how this teacher views the relationship between mathematics education and social justice and how her conception of teaching for social justice is enacted in her mathematics classes. Interview data and excerpts of classroom practice are used to describe how the teacher negotiates 2 dilemmas in her teaching: the challenge of fostering students’ independence/interdependence and the problem of dominant mathematics as a necessity/obstacle to social justice.

Subfields: Education, Human Factors and Ergonomics, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/9e7f5d48d1e89111cd198f81c92c7cc99c2c8d76