Social Justice Mathematics Activism to Develop Student Identity as a Global Citizen

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Author(s): Shande King (Trevecca Nazarene University, USA), Joanna Presley (Christian Academy of Knoxville, USA)and Julie Steimer (Christian Academy of Knoxville, USA)
Copyright: 2022
Pages: 16
Source title: Handbook of Research on Promoting Global Citizenship Education
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)
DOI: 10.4018/978-1-7998-9542-8.ch002

Keywords: Civic Engagement & Social Justice / Curriculum Development and Instructional Design / Information Science Reference / Social Sciences & Humanities

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Abstract

The development of students who are global citizens has become a priority in national and international education policy today. With the rise of issues such as nationalism, xenophobia, and racism, basic human rights and democratic values of education are being challenged, and students need to understand the value in personalizing the content they are learning within their communities. Thus, a recent increase in social justice activism within school curricula pushes students to experience content material in ways that transform their identities into global citizens who contribute to the development of peaceful and inclusive communities. This chapter explores the result of students' understanding of global citizenship through mathematics learning from a collaboration of algebra educators who purposefully discussed, planned, and created social justice mathematics lessons. These interdisciplinary, inquiry-based lessons pushed students to participate as social agents and activists to fight inequities through mathematics.

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Social Justice Mathematics Activism to Develop Student Identity as a Global Citizen

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