The next issue of Journal of Mathematics Teacher Education is apparently going to focus on social justice and mathematics teacher education. In what appears to be an editorial, Peter Gates and Robyn Jorgensen presents the topic and talks about defining the term:
Reading the articles in this and the next Special Issue will very quickly show that social justice is difficult to define, in part because it not only depends on one’s own world view, but also it depends somewhat on the situation being analysed. Social justice is a relative concept; what is unjust to some, is not unjust to others; whether we consider something is socially unjust or relationally unjust will likewise differ.In relation to this topic, three articles have been published online the last couple of days:
- Elizabeth de Freitas and Betina Zolkower have written an article called Using social semiotics to prepare mathematics teachers to teach for social justice.
- Raymond Brown has written an article called Teaching for social justice: exploring the development of student agency through participation in the literacy practices of a mathematics classroom.
- Amal Hussain Alajmi has written an article called Addressing computational estimation in the Kuwaiti curriculum: teachers’ views.