In this article, the authors explore critical pedagogy within the context of mathematics classrooms. The exploration demonstrates the evolving pedagogical practices of mathematics teachers when teaching mathematics is explicitly connected to issues of social justice. To frame the exploration, the authors provide brief overviews of the theoretical tenets of critical pedagogy and of teaching mathematics for social justice. Through using narrative and textual data, the authors illustrate how a graduate-level, critical theory and teaching mathematics for social justice course assisted, in part, in providing not only a new language but also a legitimization in teachers becoming critical mathematics pedagogues.
Stinson, D. W., Bidwell, C. R., & Powell, G. C. (2012). Critical Pedagogy and Teaching Mathematics for Social Justice. The International Journal of Critical Pedagogy, 4(1), 76–94. Available at: http://libjournal.uncg.edu/ojs/index.php/ijcp/article/view/302/263.
Elementary and Middle and Secondary Education Administration Commons, Instructional Media Design Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Mathematics Commons, Secondary Education and Teaching Commons