Social (In)Justice and International Collaborations in Mathematics Education

Atweh, Bill; Keitel, Christine

doi:10.1007/978-1-4020-5908-7_6

Cited by 11 publications

(10 citation statements)

References 6 publications

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“…While, during the last half century, concerns about social justice in the mathematics education literature (I trust that it is the same in science education) has moved from the margins to the centre (Atweh and Keitel 2007), the term is not always theorised and is still open for alternative interpretations leading to possibly conflicting practices. Take for example the debates around 'what about the boys' and the 'gifted and talented.'…”

Section: Complexities In the Discourse Of Social Justicementioning

confidence: 99%

Reflections on social justice, race, ethnicity and identity from an ethical perspective

Atweh

2011

Cult Stud of Sci Educ

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In these reflections, I identify complexities in few constructs that are often used in educational research, although not often critically, namely, social justice, race, ethnicity and identity. This paper suggests a non-ontological and non-epistemological approach to ethics as developed by Emmanuel Levinas as a normative means to deal with some of the complexities. In dealing with the construct of social justice, an ethical approach calls for productive research tools to not only understand exclusion but also to change situations of injustice to marginalised groups. Further, both constructs race and ethnicity can be used to identify groups of people based on their history, culture and/or lifestyles. As social constructions they have different historical origins and are open to alternative connotations, uses and abuses. An ethical perspective is useful to manage the dilemma of essentialism that group identification may lead into. Finally, the debate around the usefulness of the construct of identity raises some ethical questions about the role of research and the lived experience of its subjects. An ethical stance demands that constructs of analysis in social inquiry should not only demonstrate their utility for knowledge generation but also should demonstrate a responsibility for the construction and reconstruction of lifeworld in which academic endeavours are conducted.

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Section: Complexities In the Discourse Of Social Justicementioning

confidence: 99%

Reflections on social justice, race, ethnicity and identity from an ethical perspective

Atweh

2011

Cult Stud of Sci Educ

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“…This includes international conferences, international students, publications and collaborative research. The publication of a MERGA supported book on Internationalisation and Globalisation in Mathematics and Science Education (Atweh et al, 2008) has allowed a few Australasian mathematics education researchers to raise issues relevant to social justice on the global scene.…”

Section: Global Collaborationsmentioning

confidence: 99%

“…The chapter by Atweh and Keitel (2008) utilised the elaboration of social injustice by Young (1990) as markers of social injustice in international collaborations. The authors concluded that international contacts in education may be said to be exploitative if the knowledge of one social group is advanced at the expense of another group.…”

Section: Global Collaborationsmentioning

confidence: 99%

“…Atweh and Keitel (2008) pointed out that the social justice agenda is often discussed in the mathematics education literature in conjunction with the constructs of equity and diversity. Although the terms equity and diversity are at times used interchangeably, their usage differed in the context of the disadvantage under consideration (e.g., gender is usually discussed in terms of equity while language issues are often constructed in terms of diversity).…”

Section: Introductionmentioning

confidence: 99%

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Equity, Diversity, Social Justice and Ethics in Mathematics Education

Atweh

Vale

Walshaw

2012

Research in Mathematics Education in Australasia 2008–2011

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“…This section will address the question of what such an agenda implies for a European Society and Conference. Atweh and Keitel (2007) suggest that social justice necessitates working for theorising its meanings, working both with and on the concept. We are working with the concept in every conference and through our analysis recognising issues.…”

Section: Locating Concepts and Concerns Within A Wider Framementioning

confidence: 99%

Mapping Equity and Quality in Mathematics Education

Atweh

Graven

Secada

et al. 2011

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This chapter presents findings from an analysis of data from participants in a bi-annual international mathematics education conference with regard to the practical realization of objectives relating to inclusion and quality in the conference. The chapter presents the context and objectives of the organizing Society and its interpretation of objectives in operationalizing a conference. It examines, theoretically, issues relating to inclusion of participants and quality of scientific work in the context of such a conference. It presents findings related to analysis of three sources of data -evaluation questionnaires from participants at the end of a conference, interviews with participants during a conference, and comments from group leaders written during and after a conference. Finally it synthesizes from issues raised and relates these to theoretical issues, presenting a tentative framework for creating and evaluating a conference which has principled objectives with relation to quality and inclusion.

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Social (In)Justice and International Collaborations in Mathematics Education

Cited by 11 publications

References 6 publications

Reflections on social justice, race, ethnicity and identity from an ethical perspective

Reflections on social justice, race, ethnicity and identity from an ethical perspective

Equity, Diversity, Social Justice and Ethics in Mathematics Education

Mapping Equity and Quality in Mathematics Education

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