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

Susan A. Gregson 

January 2013, Volume 44, Issue 1, Page 164

Abstract:
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.

Keywords:
Critical Theory
Equity / Diversity / Special Needs