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Equity, Social Justice and Ethics in Mathematics Education

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Research in Mathematics Education in Australasia 2012-2015

Abstract

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, Fortunes of feminism. From state-managed capitalism to neoliberal crisis, 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, Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia 2014).

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Notes

  1. 1.

    We acknowledge that Indigenous people in different places in Australasia prefer to use the term Aboriginal or their own cultural or tribal name to describe themselves.

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Author information

Authors and Affiliations

  1. Deakin University, Burwood, Australia

    Colleen Vale

  2. Philippines Normal University, Manila, Philippines

    Bill Atweh

  3. University of South Africa, Pretoria, South Africa

    Bill Atweh

  4. Victoria University of Wellington, Wellington, New Zealand

    Robin Averill

  5. Deakin University, Burwood, Australia

    Andrew Skourdoumbis

Authors
  1. Colleen Vale
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  2. Bill Atweh
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  3. Robin Averill
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  4. Andrew Skourdoumbis
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Correspondence to Colleen Vale .

Editor information

Editors and Affiliations

  1. School of Education, The University of Queensland, Brisbane, St Lucia, Queensland, Australia

    Katie Makar

  2. Fac of Sci, Health, Edu & Engineering, University of the Sunshine Coast, Sippy Downs, Queensland, Australia

    Shelley Dole

  3. School of Education, The University of Queensland, Brisbane, St Lucia, Queensland, Australia

    Jana Visnovska

  4. School of Education, The University of Queensland, Brisbane, St Lucia, Queensland, Australia

    Merrilyn Goos

  5. School of Education, The University of Queensland, Brisbane, St Lucia, Queensland, Australia

    Anne Bennison

  6. School of Education, The University of Queensland, Brisbane, St Lucia, Queensland, Australia

    Kym Fry

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Vale, C., Atweh, B., Averill, R., Skourdoumbis, A. (2016). Equity, Social Justice and Ethics in Mathematics Education. In: Makar, K., Dole, S., Visnovska, J., Goos, M., Bennison, A., Fry, K. (eds) Research in Mathematics Education in Australasia 2012-2015. Springer, Singapore. https://doi.org/10.1007/978-981-10-1419-2_6

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