Abstract
The purpose of this study was to explore mathematics teachers’ perception of social justice in mathematics classrooms. We applied interpretive qualitative method for data collection, analysis, and interpretation through iterative process. We administered in-depth semi-structured interviews to capture the perceptions of three mathematics teachers about social justice in mathematics classroom at three public secondary schools in Kathmandu. We carried out multiple layers of thematic analysis and interpretation of the narratives from the interview data. Altogether five themes on perception of social justice emerged from the analysis of the data. These themes were associated with - equality, equity, fairness, social process, and caring students. Implications of the study have been discussed at the end.
Highlights
The purpose of this study was to explore mathematics teachers’ perception of social justice in mathematics classrooms
We answer the research question 'How do mathematics teachers perceive social justice in the classroom?' with five central themes emerged from analysis of the data - equality, equity, fairness, social process, and caring students
The findings with the five themes emerged from the data cannot be generalized for other cases. This qualitative interpretive study was conducted with three secondary school mathematics teachers
Summary
The purpose of this study was to explore mathematics teachers’ perception of social justice in mathematics classrooms. Five themes on perception of social justice emerged from the analysis of the data These themes were associated with - equality, equity, fairness, social process, and caring students. Cinco temas sobre la percepción de la justicia social surgieron del análisis de los datos. What follows in this paper are - theoretical foundation of social justice in mathematics classroom, research method, findings and discussion, and implication of the study. Social justice in education refers to equity, justice and fairness in teaching and learning. In other words, it refers to a situation in which all students have equal right or equal treatment. It refers to a situation in which all students have equal right or equal treatment. Gates and Jorgensen (2009) describe different forms of social justice: (i) moderate form that focuses on equity and fairness (ii) liberal form that sees classroom as a social organ and the relationships in a class room as a key feature in classroom interaction, and (iii) radical form that recognizes structural inequality and seeks to redress the ways in which inequality is built into existing practices
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