ZDM Mathematics Education (****) **:*** ***

DOI *0.1007/s11858-007-0047-y

BOOK REVIEW

Bharath Sriraman (ed): International perspectives on social

justice in mathematics education. The Montana Mathematics

Enthusiast 2007 Monograph 1

The University of Montana Press, Missoula, MT, 2007. 185 pp. $20.00. Also available

on line at http://www.montanamath.org/TMME/. ISSN 1551-3440

Immaculate Kizito Namukasa

Accepted: 1 July 2007 / Published online: 21 July 2007

FIZ Karlsruhe 2007

International perspectives on social justice in mathematics broad conclusions to distinguish extent of agency and

education (henceforth the monograph) is edited by Bharath in uence. My evaluation of the monograph bears these

Sriraman and comprises 14 essays about critical mathe- criteria in mind to ascertain the extent to which it advances

matics education. The foreword is by Ubiratan D Ambrosio, a more democratic and socially just education.

whose work on ethnomathematics in particular and on

democratic and critical mathematics education in general

has re-conceptualized the mathematics education eld. 1 Essays about complexity and diversity

D Ambrosio observes that social justice allows us not only

to know what has been decided about ourselves and society

The monograph is about issues that arise with complexity

(which is the objective of re-productory and imitative

and diversity: peace, social justice and democracy. It seeks

education), but calls us to participate in decisions about

social justice for marginalized students, including rural,

ourselves and society (which is the objective of creative

inner-city, indigenous, immigrant, of low social-economic

critical education) (Foreword). D Ambrosio considers this

status and non-English-speaking learners. It encompasses

monograph to be an astonishing collection of scholarly

topics about early childhood, teacher education, school

articles from all over the world, offering perspectives of

programs, extra-curricular activities and community

tremendous importance to mathematics educators with an

education. It puts forward crucial research and practice

interest in social justice. For this review, I read the mono-

constructs including statistical empathy, students fore-

graph together with Michael Apple s work on critical

grounds and archeological digs of pedagogy.

mathematics pedagogies.

Sriraman says the book is an effort at collective

In his essay entitled Mathematics reform through con-

empowerment to facilitate social justice and equity. In this

servative modernization? Apple (2000a, b) warns that the

review I rst describe the content of the essays before I

analysis of what is has led to a neglect of what might

evaluate the monograph s contributions. I classify the

be . Describing the task of critical scholars to be polit-

articles as theoretical essays, research essays about a

ically and conceptually complex, he encourages reformers

speci c region or a speci c minority group, and general

to do both political and practical work that, (a) is local but

research essays. In the evaluation, I examine whether the

generalizable; systematic but not Eurocentric nor mascu-

theorists are aware of some of the pitfalls of critical theory

linist, (b) is connected to larger educational, social and

and pedagogy: being overly political and too general

ideological movements, (c) differentiates between con-

without offering solutions, assuming conspiracy, ushering

spiracy and over determinism, and (d) goes beyond overly

in the next oppressor, privileging direct causations and

control over individual and collective agency, and being

past-oriented.

I. K. Namukasa In the introductory essay, On the origins of social jus-

Althouse Faculty of Education Building,

The University of Western Ontario, tice: Darwin, Freire, Marx and Vivekananda, Sriraman

1137 Western Road, London, ON, Canada N6G 1G7

examines the fundamental reasons for research and practice

e-mail: abqnnd@r.postjobfree.com

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556 Book Review

among indigenous students in the United States might

in social justice. He gives a broad historical picture of the

emerge from the fact that new mathematical knowledge

relation of mathematics education to colonization, inter-

does not connect to indigenous ways of looking at quantity

nationalization and globalization. Drawing from the work

and measurement. In another essay, Before you divide,

of various theorists, Sriraman calls for education that

you have to add Inter-viewing Indian students fore-

promotes greater social consciousness. He maintains that

grounds, Skovsmose, Alro and Valero focus on Brazilian

such education is appropriate for initiating major shifts in

Indian students, speci cally their perceived future possi-

thinking that are needed to challenge inequities.

bilities in life their foregrounds. The essay introduces a

The second theoretical essay, Peace, social justice and

novel conceptualization of indigenous people as people

ethnomathematics, is by D Ambrosio, who identi es

who experience a position of con icting priorities and

mathematicians and mathematics educators as a group

possibilities in ways similar to the immigrant experiences

concerned with two universals that are somewhat con-

of people at the borderline of more than one culture.

icting, though they could be seen to be complementary,

Home, school and community partnerships in numeracy

based on: (a) the advancement of the most universal mode

education: an Australian perspective is by Goos, Lowrie

of thought mathematics; and, (b) the advancement of

and Jolly. It outlines partnerships that arise out of necessity

civilization with dignity for all the most universal prob-

in remote and disadvantaged areas. Two case studies are

lem facing humankind. By elaborating on the program of

examined: distance education for young children and mo-

ethnomathematics D Ambrosio calls mathematicians and

bile pre-school in remote Northern Australian Territory.

mathematics educators to take responsibility for restoring

Goos et al. maintain that there is a potential for these home

the dignity of those who have traditionally not performed

and community partnerships to blur barriers between

well at academic mathematics. D Ambrosio s essay offers

teachers, learners and parents, which they maintain is a

a valuable reminder to educators who often forget the

positive effect.

broader and global implications of their research and

In an essay regarding an integrative school program for

practice interests.

indigenous students in Israel, Amit, Fried and Abu-Naja

The third theoretical essay, Undertaking an archeologi-

report that the gifted students club actually served social

cal dig in search of pedagogical relay, is about methodol-

justice purposes for Bedouin indigenous minority students.

ogy. Zevenbergen and Flavel maintain that in mathematics

Their report, The mathematics club for excellent students

classrooms both mathematics and culture are taught. A

as common ground for Bedouin and other Israeli youth,

classroom can thus be considered an archeological site

illustrates how this program, which integrates gifted

re ecting the culture being taught. Zevenbergen and Fla-

indigenous students with mainstream gifted students, pro-

vel s archeological dig is a method for identifying those

motes mathematical thinking in students and social justice

elements of practice that may contribute to the success

in the community.

(or not) of students, particularly those from backgrounds

The monograph contains two essays about Iceland.

which are traditionally marginalized (p. 63).

Fundamental reasons for mathematics education in Iceland

The fourth theoretical essay, How many deaths?

by Bjarnadottir is a historical analysis on the presence and

Education for statistical empathy, contains graphics that I

absence of mathematics education in Iceland through the

found morbid and depressing. Mukhopadhyay and Greer

centuries. Iceland and rural/urban girls PISA 2003

are well aware of this morbidity, but argue that this is the

examined from an emancipatory viewpoint, by Steinthors-

lived experience of some students, even in countries that

dottir and Sriraman, is about the uniqueness of mathe-

are not war torn. They maintain that mathematics educators

matics education in Iceland. Bjarnadottir illustrates how

may expand what they call statistical empathy through

mathematics education in Iceland is historically related to

imaginative reframing of numerical data; through ingenuity

commerce, religion, colonialism and multilateral organi-

in the design of statistical diagrams and schematics repre-

zations. Iceland is the only country in PISA 2003 that had

sentations; and through simulations in ways similar to

statistically signi cant gender differences in achievement

what Florence Nightingale did and to what some artists are

in favor of females. Steinthorsdottir and Sriraman raise

doing (p. 133).

central questions about this gender gap, some of which

In addition to the four theoretical essays, there are ten

relate to reading comprehension as it correlates to school

research essays. Four of these are about speci c minority

mathematics. They raise further questions about the dis-

groups, two are articles about a speci c region and the

appearing or reversed differences between girls and boys.

remaining four are general research essays. Many of the

In Issues of status and values in the professional

essays are about indigenous people.

The rst paper on indigenous people is Some thoughts development of mathematics teachers, Knott observes that

on passive resistance to learning. Shockey and Gustafson in non-traditional, reform mathematics classes, exclusion-

hypothesize that passive resistance to learning evidenced ary behavior becomes pronounced. Teachers therefore need

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Book Review 557

mathematics classrooms is not fundamentally the teaching

to be equipped to recognize the existence of low-status

sequence, misconception and other constructivist con-

students in their classrooms. The authors report on research

cerns [although these are key to learning], but it is poverty,

with K-12 teachers in which they model, discuss and

social disadvantage, low wages, poor housing, social

practice status-sensitive behaviors with teachers.

exclusion, limited opportunities (brackets added) (p. 9). In

Like the paper by Goos et al., Gutstein s essay, Con-

my view, researchers whether mainstream or critical

necting community, critical and classical knowledge in

theorists ought to have multiple foci, global and local,

teaching mathematics for social justice, is about commu-

creative yet critical, theoretical yet applicable. In a global

nity partnership and knowledge. Whereas Goos et al. study

context, we who focus on basic classroom research ought

Australian indigenous students, Gutstein studies African

to further enlarge the scope of our research to investigate

American students. He suggests that connecting commu-

the implications of our efforts in the face of forces such as

nity, critical and classical mathematics knowledge he

the internationalization, decentralization, privatization,

calls them the three Cs is part of the pedagogical content

marketization and globalization of education.

knowledge (PCK) teachers need. Gutstein views mathe-

The monograph is about evoking major shifts in think-

matics as a vehicle for social change (p. 110) and offers

ing needed to challenge inequities not only in the minds of

an example of how to engage students in projects that

teachers, but also for students at the class-

provide them a chance in school to examine their own

room inner level and for mathematicians and educators

lived experience, deepen their socio-political awareness,

at the university and college outer level. It is about

and learn mathematics (p. 115).

collective and individual sensitivities that are needed in

Christiansen s work is comparative. It identi es Some

education and in society in general. Apple (2000b) asserts

tensions in mathematics education for democracy, which

that the discourse of critical pedagogy in its Freirean and

become evident through comparative practice. She uses

feminist forms has increasingly been in uenced by post-

narratives from Denmark, South Africa and the United

modern theories. [This] has opened up the discourse to

States to illustrate how democratic education is often eth-

the criticism that it has become too theoretical, abstract,

nocentric, even if it has a critical intention.

esoteric, and out of touch with the con icts and struggles

In Mathematical marginalization and meritocracy:

that teachers, students, and activists act on (p. 253). I see

inequity in an English classroom, Noyes explores how

no reason why a psychoanalytic research report about the

school mathematics contributes to social strati cation in

responses to mathematics of students from families of low

English classrooms in the UK. He calls for reconsideration

socio-economic standing, for example, should be devoid of

of the social construction of ability and cautions about the

any immediate recommendations for an affected teacher or

potential inequity of ability grouping between schools,

student to act on.

between groups and within groups.

Many articles in the monograph give practical exam-

ples of how mathematics practioners and educators can

take on their ethical responsibility towards social justice.

2 Evaluation: old and emerging marginalization

In this way the monograph is not just political or critical.

Gutstein s essay, for instance, reports on a school project

Too often researchers get caught up in their research pro-

for African American students who were facing exclu-

grams without stopping to re ect on the implications of

sion from a predominantly Latina/o public high school

their research and reform recommendations. D Ambrosio

located in a community challenged by ambivalent rela-

critiques that once they move into their practice, as

tionships.

mathematicians and mathematics educators, something like

Reform mathematics education raises new social justice

a barrier appears and obfuscates their concern. They con-

issues. Unfortunately, such issues most often lie in the

tinue to do what they ever did. For mathematicians, priority

blind spots of researchers and educators who propose and

is to publish their research in the best journals and for math

promote reform. Critical mathematics pedagogies such as

educators, to propose, theorize and publish methods (p.

small group work, investigation projects, use of shared

26). This monograph challenges researchers and educators

materials and incorporating computer technology require

to think about the role and responsibility of research and

different classroom routines and competences, different

practice work in the inequities that pervade our society. It

home settings, as well as different study skills from those

is indeed a challenge for mainstream mathematics educa-

required in traditional mathematics pedagogies. Doerr and

tion researchers to continuously examine the connections

Chandler-Olcott (2005) note that reform-based curricula

between their own areas of study and the larger relations of

place new reading and writing demands on both teachers

unequal power (Apple 2000a, b), especially when their

and students. These demands affect marginalized students

focus is on the details of mathematics and mathematics

adversely because of their lack of cultural capital.

learning. For Gates (2000), the root cause of failure in

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558 Book Review

by asking which is a stronger correlate of mathematics

Christiansen s work illustrates instances where routines

attainment social class or gender and ethnicity? Apple

and competences needed for socially just mathematics have

(2000a) encourages educators to weigh the relative ef cacy

been conceptualized, but they are ethnocentric and so raise

of these in uences, judging which ones are overly deter-

other critical minority issues. Knott s essay is an interesting

mining. It has been problematic to focus on only one form

example of educators working with teachers on skills and

of marginalization, such as class, as is usually the case with

competences required to deal with issues of status and

Marxist traditions, while other forms, such as race and

values that arise with small group classroom activities.

gender, have been neglected. This has been the case in

With many of the current educational policies and educa-

countries like Brazil (Apple 2000b). In addition to being

tional reforms, such as that of grouping by ability, some

rich in terms of representing different continents, the

marginalized groups such as non-English speaking and low

monograph could have included more comparative articles

socio-economic status students are becoming even more

and articles that deal with diversity.

disadvantaged or, should we say, more visible. It is crucial

Gutstein raises the need to ensure that mathematics

to have research that addresses new, emerging issues be-

does not get lost when developing critical knowledge and

fore they become debilitating lived experiences of mar-

supporting students social political consciousness in

ginalized students.

mathematics classrooms (p. 112). In my view this caution

Unequal economic, political and cultural power has

is applicable to projects about critical mathematics edu-

meant that in addition to the traditional minority groups,

cation. Essays on critical mathematics education that are

new minority groups are emerging. It is social Darwinism

devoid of mathematics and its teaching and learning are not

at its worst. The monograph addresses some emerging

helpful. I encourage the reader to keep wondering where

minority issues: minority students such as children of

the mathematics is as you read critical mathematics edu-

transient workers (Sriraman); and special abilities and

cation essays in this monograph and elsewhere. Many es-

needs such as those of resistant mathematics learners

says, such as the one by Mukhopadhyay and Greer,

(Shockey & Gustafson). The understanding of indigenous

contribute to new mathematics, in this case by proposing

students in relation to another marginalized group of stu-

new statistical diagrams that encourage statistical empathy.

dents is interesting in regard to nding out what is similar

Such work offers an alternative to mathematics that per-

and what is different between marginalized groups. It is a

petuates unequal distribution of power (Namukasa 2004). It

step in teasing out what the balance of forces [that affect

marginalized students is] and what is necessary to demonstrates actual successes of critical models of cur-

riculum, teaching, and evaluation in solving real problems

change it (Apple 2000b).

in schools and communities (Apple 2000b, p. 252).

Today s students lived experiences are diverse. To re-

As I read the monograph I considered whether it brings

ect on the implications of our practice and research efforts

new theoretical voices and analyses to the eld of critical

we may need to pay attention to students lived experiences

mathematics and mathematics education. Does the mono-

that are far from imaginable for us and far removed from

graph involve multiple critical pedagogies? Sriraman and

our own lived experiences. Unfortunately, more students

D Ambrosio, in addition to Darwin, Freire and Marx, draw

now experience war, gun violence and death on a daily

from Vivekanda and Pugwash. Skovsmose et al. bring a

basis. Mukhopadhyay and Greer s essay, though morbid

novel conceptualization of indigenous students in relation

and depressing, is therefore timely.

to immigrant students. And Zevenbergen and Flavel offer a

During the early days, research on marginalized students

new methodological analysis the archeological classroom

focused on one aspect of marginalization, usually gender

dig. There could have been more of this, including voices

(Namukasa 2004). For many of today s marginalized stu-

of environmental sustainability. Voices about Africa and

dents, inopportunity it is a matrix of disadvantages: English

China appear to be missing in the international critical

learner, indigenous, of low socio-economic status, in an

mathematics education conversation. Apple (2000b)

inner city school or in an isolated reserve school. These

encourages that discourses of critical pedagogies be

disadvantages correlate and interact in minority students

grounded in the concrete struggles of multiple and iden-

and mathematics classrooms in varying and complex ways.

ti able groups (p. 253).

Some of the essays in the monograph deal with individual

What is missing in the monograph is compensated for by

disadvantages, whereas others deal with multiple disad-

the fact that the monograph offers practical solutions, based

vantages in intersecting ways. For example, Goos et al.

on both empirical and theoretical study. It does not just

deal with indigenous, non-English speaking and low-status

dwell on the past, and it is neither overly theoretical nor

students who are low achievers and live in geographically

esoteric. Its major strength is that it is in touch with the

isolated locations and who are thus inevitably at risk of

ever-changing con icts and struggles faced by teachers and

failing to meet state standards. We also see articles such as

students.

Noyes, which attempts to examine the extent of in uence

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Book Review 559

References curricula in urban middle schools. Paper presented at the annual

meeting of the North American Chapter of the International

Group for the Psychology of Mathematics Education, Roanoke,

Apple, M. W. (2000a). Mathematics reform through conservative

20 23 October 2005

modernization? Standards, markets, and inequality in education.

Gates, P. (2000). Markets, marx, modernity and mathematics

In: J. Boaler (Eds.), Multiple perspectives on mathematics

education: a response to Michael apple. Paper presented at the

teaching and learning (pp. 171 200). London: Ablex.

second international mathematics education and society confer-

Apple, M. (2000b). Can critical pedagogies interrupt rightist policies?

ence, Montechoro, 26 31 March 2000

Educ Theory, 50(2), 229 254

Namukasa, I. (2004). Globalization and school mathematics. Inter-

Doerr, H. & Chandler-Olcott, K. (2005). Mathematics and literacy:

change, 35(2), 209 227

an interdisciplinary perspective on teaching with reform-based

123

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