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Equity, social justice and ethics in mathematics education

Vale, Colleen, Atweh, Bill, Averill, Robin and Skourdoumbis, Andrew 2016, Equity, social justice and ethics in mathematics education. In Makar, Katie, Dole, Shelley, Visnovska, Jana, Goos, Merrilyn, Bennison, Anne and Fry, Kym (ed), Research in mathematics education in Australasia 2012-2015, Springer, Berlin, Germany, pp.97-119, doi: 10.1007/978-981-10-1419-2.

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Title Equity, social justice and ethics in mathematics education
Author(s) Vale, ColleenORCID iD for Vale, Colleen orcid.org/0000-0002-9070-7071
Atweh, Bill
Averill, Robin
Skourdoumbis, AndrewORCID iD for Skourdoumbis, Andrew orcid.org/0000-0003-4329-1285
Title of book Research in mathematics education in Australasia 2012-2015
Editor(s) Makar, Katie
Dole, Shelley
Visnovska, Jana
Goos, Merrilyn
Bennison, Anne
Fry, Kym
Publication date 2016
Chapter number 6
Total chapters 17
Start page 97
End page 119
Total pages 23
Publisher Springer
Place of Publication Berlin, Germany
Keyword(s) Equity
Social justice
Redistribution
Recognition
Participation
Ethics
Socio-economic status
Rural
Ethnicity
Gender
Summary The performativity policy mindset driving national and international testing highlights issues of equity in access and success according to socio-economic status, geographic location, ethnicity, gender and combinations of these factors. Researchers seek explanations for these inequities in terms encompassing engagement, participation and achievement to identify socially just and ethical practices at system, school and classroom level. The emergence of a theoretical perspective involving redistribution, recognition and participation (Fraser, 2013) is evident in a range of studies concerning leadership, professional learning, pre-service teacher education, and pedagogies that focus on equity and social justice in mathematics education. The challenge of ethical and socially just practices at all levels and social groups is in providing access to deep learning in mathematics and success in “knowledge making” (Jorgensen, 2014).
ISBN 9789811014178
Language eng
DOI 10.1007/978-981-10-1419-2
Field of Research 130202 Curriculum and Pedagogy Theory and Development
130199 Education Systems not elsewhere classified
Socio Economic Objective 930501 Education and Training Systems Policies and Development
HERDC Research category B1 Book chapter
Copyright notice ©2016, Elsevier
Persistent URL http://hdl.handle.net/10536/DRO/DU:30084786

Document type: Book Chapter
Collection: School of Education
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