EcoJustice Mathematics Education: An Ecocritical (Re)consideration for 21st Century Curricular Challenges

Mark Wolfmeyer, John Lupinacci, Nataly Chesky


A current ecocritical trend in curriculum studies necessitates the study of diverse knowledges and contexts.  Therefore, the authors present a theoretical conception termed EcoJustice Mathematics Education (EJME).  The authors build this new conception upon philosophical reflections, ecofeminist views, and the recognition of the role of language and power in Western culture.  The authors assert EJME’s potential to respond to and reframe critical work in mathematics education scholarship and curriculum studies. By assessing critical theories in mathematics, the authors pinpoint the tensions and the potentialities of EJME and offer considerations for future pedagogical practices and research agendas. 


curriculum studies, ecojustice, mathematics education

Full Text:


JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

NOTICE: As of December 2008, the Journal of Curriculum Theorizing (Volume 24, Issue 1) and all future issues
are available freely and exclusively online to all individuals and institutions. More Information...

Contributors to the Journal of Curriculum Theorizing retain copyright to their work.

All other content: Copyright © Foundation for Curriculum Theory. All rights reserved.

ISSN: 1942-2563