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The Montana Mathematics Enthusiast
ISSN 1551-3440 Monograph 1
2007
INTERNATIONAL PERSPECTIVES ON SOCIAL JUSTICE
IN MATHEMATICS EDUCATION
Foreword

Social justice allows us not only to know what has been decided about ourselves and society (which is the objective of “re-productory” and imitative education), but calls us to participate in decisions about ourselves and society (which is the objective of creative critical education). This is what Paulo Freire had in mind, and is not different from my vision about the objectives of education, which is: to promote creativity, help people to fulfill their potentials, rise to the highest levels of their capabilities AND to promote citizenship, transmitting values and showing rights and responsibilities in society. BUT being careful to promote neither irresponsible creativity -- we do not want our students to become bright scientists creating new weaponry -- nor docile citizenship - we do not want our students to accept rules and codes which violate human dignity. This book compiled and edited by Bharath Sriraman is an astonishing collection of scholarly articles from all over the world offering a kaleidoscope of perspectives of tremendous importance to mathematics educators interested in our shared concern to create a saner, equitable and more peaceful society.

- Ubiratan D’Ambrosio, São Paulo- Brazil

Bharath Sriraman (USA)
  ON THE ORIGINS OF SOCIAL JUSTICE: DARWIN, FREIRE, MARX AND VIVEKANANDA pp.1-6
 
Merrilyn Goos, Tom Lowrie, Lesley Jolly (Australia)
  HOME, SCHOOL AND COMMUNITY PARTNERSHIPS IN NUMERACY EDUCATION: AN AUSTRALIAN PERSPECTIVE pp.7-24
 
Ubiratan D’Ambrosio (Brazil)
  PEACE, SOCIAL JUSTICE AND ETHNOMATHEMATICS pp.25-34
 
Andrew Noyes (UK)
  MATHEMATICAL MARGINALISATION AND MERITOCRACY: INEQUITY IN AN ENGLISH CLASSROOM pp.35-48
 
Iben Maj Christiansen (South Africa)
  SOME TENSIONS IN MATHEMATICS EDUCATION FOR DEMOCRACY pp.49-62
 
Robyn Zevenbergen, Steve Flavel (Australia)
  UNDERTAKING AN ARCHAEOLOGICAL DIG IN SEARCH OF PEDAGOGICAL RELAY pp.63-74
 
Miriam Amit, Michael N. Fried, Mohammed Abu-Naja (Israel)
  THE MATHEMATICS CLUB FOR EXCELLENT STUDENTS AS COMMON GROUND FOR BEDOUIN AND OTHER ISRAELI YOUTH pp.75-90
 
Tod Shockey, Ravin Gustafson (USA)
  SOME THOUGHTS ON PASSIVE RESISTANCE TO LEARNING pp.91-98
 
Libby Knott (USA)
  ISSUES OF STATUS AND VALUES IN THE PROFESSIONAL DEVELOPMENT OF MATHEMATICS TEACHERS pp.99-108
 
Eric Gutstein (USA)
  CONNECTING COMMUNITY, CRITICAL, AND CLASSICAL KNOWLEDGE IN TEACHING MATHEMATICS FOR SOCIAL JUSTICE pp.109-118
 
Swapna Mukhopadhyay, Brian Greer (USA)
  HOW MANY DEATHS? EDUCATION FOR STATISTICAL EMPATHY pp.119-136
 
Kristin Bjarnadottir (Iceland)
  FUNDAMENTAL REASONS FOR MATHEMATICS EDUCATION IN ICELAND pp.137-150
 
Ole Skovsmose, Helle Alrø, Paola Valero (Denmark) in collaboration with Ana Paula Silvério, and Pedro Paulo Scandiuzzi (Brazil)
  “BEFORE YOU DIVIDE, YOU HAVE TO ADD” INTER-VIEWING INDIAN STUDENTS’ FOREGROUNDS pp.151-168
 
Olof Bjorg Steinthorsdóttir (Iceland/USA), Bharath Sriraman (USA)
  ICELAND AND RURAL/URBAN GIRLS-PISA 2003 EXAMINED FROM AN EMANCIPATORY VIEWPOINT pp.169-178
 
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