A Literature Review of Social Justice Mathematics Education

• In Event: Friday Roundtable Session 7:45 am
  In Roundtable Session: Identity, Agency, and Social Justice in Mathematics Education (Table 7)

Abstract

This literature review explores how theoretical perspectives inform social justice mathematics education research. We explore the potential contributions of decolonial theory to mathematics education research drawing on social justice frameworks. While existing literature has established the importance of social justice frameworks, there has been limited exploration of decolonial theory, which offers a broader and more complex understanding of the social and political. By reconceptualizing the sociopolitical, this paper argues that decolonial thought can also help reimagine social justice mathematics education theoretically, methodologically, and pedagogically. The authors argue that there is no social justice without cognitive/epistemic and ontological justice which means that social justice loses ethical and political weight when epistemic and ontological violence is not taken seriously in education research.

Authors

• Jairo I. Fúnez-Flores, Texas Tech University

• Weverton Ataide Pinheiro, Texas Tech University

• Rebekah Lea Phelps, Texas Tech University

• Elyssa Cherry Shive, Texas Tech University

• Aixa Avila Mendoza, Awty International School