Abstract
In this essay, the authors share some of their journey as they seek to make sense of what it might mean to prepare secondary mathematics preservice teachers to teach mathematics for social justice. The focus on how to prepare mathematics teachers to critically consider the world around them and to further develop the dispositions to become agents of change has been discussed in the research literature. What it might “look like” to enact this type of programmatic-level teaching at a college or university, however, has rarely been examined. Through the sharing of their thoughts and reflections, the authors hope others might draw inspiration to reconsider the teaching of mathematics courses for social justice at the program level.
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