Mathematics and Social Justice

This article explores the concept of critical pedagogy in mathematics. It addresses how critical pedagogy is underrated in the math world today, but really, math is the best place to utilize it. Often times, students have low self-efficacy is math, because they have been beaten down by not remembering the formulas or processes. However, when implementing critical pedagogy, an instructor can help spark student's self-efficacy as they open their eyes to worldly issues. Teachers can help students feel like their opinion matters about social issues - especially if students understand the math and facts behind those issues.

You know an article is good when it sparks an entire unit. After reading from Lawrence M Lesser and Sally Blake's "Mathematical Power: Exploring Critical Pedagogy In Mathematics and Statistics," I already have an entire unit on proportions planned revolving around the common doll or action figure with ties to social justice. When I learned about proportions, we were always given application questions that did not apply to our age level of adolescents. In the book, critical pedagogy is described as "the exploder of myths" (pg 55). So, how about exploding the myth of body image that is impressed upon the youth with the images of Barbie dolls and action figures? Have the class measure the size of Barbie's body parts and see if the life-size proportions are anything close to our size. I would bet that Barbie's head, breasts, and feet would not be normal. Same goes with action figures, the size of the muscles in comparison to the waist size is not proportional. Yet, many students grew up with these dolls modeling how they should look. Using critical pedagogy skills, such as analytical reasoning can help students see the real life issues - like body image in the media.

The author's push analytic reasoning even further "to explore several specific, concrete real-life scenarios which stimulate a sense of social justice could influence student empowerment" (pg. 4). To continue with the dolls and action figures, looking into where they are manufactured and discussing salaries of the sweatshop workers. A discussion about the injustice of sweatshop labor can expand students' view to other cultures and perspectives. As teachers, we are called to develop are students, prepare them for the real world, and not just ensure proficiency in content areas. We need to put critical pedagogy in action, in order to help our students critically think and act. Students need to be aware of the world in order to live in it.

Want to check out this article? View it here: http://www.jceps.com/PDFs/05-1-13.pdf