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Social Justice Pedagogy for Whom? Developing Privileged Students' Critical Mathematics Consciousness
Peer reviewed
Direct linkKokka, Kari – Urban Review: Issues and Ideas in Public Education, 2020
Increasingly, teachers are using consciousness raising pedagogies such as culturally relevant, responsive, sustaining, and social justice pedagogies. However, little attention has been paid to teachers engaging in this work with students of privileged backgrounds (e.g., white, affluent students) and in mathematics. The present study addresses this…
Descriptors: Social Justice, Advantaged, Consciousness Raising, Critical Theory
