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

Author:
Susan A. Gregson University of Cincinnati

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Volume/Issue:
Volume 44: Issue 1
Page(s):
164–198
DOI:
https://doi.org/10.5951/jresematheduc.44.1.0164
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Subjects:
Math Topic, Other Topic, Equity, Diversity/Culture, Research, Research Study, Action Research/Teaching Experiments
Keywords:
Critical theory; Equity/diversity; Secondary mathematics; Social and cultural issues; Teaching practice

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.

Contributor Notes

Susan A. Gregson, University of Cincinnati, 511D Teachers College, P.O. Box 21002, Cincinnati, OH 45221; gregsosn@ucmail.uc.edu.

(Corresponding author is Gregson gregsosn@ucmail.uc.edu)
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Journal for Research in Mathematics Education
Cover Journal for Research in Mathematics Education
Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2013
Page Count:
35
Article Category:
Research Article
Print Publication Date:
01 Jan 2013
Online Publication Date:
Jan 2013
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