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

Mark Wolfmeyer, John Lupinacci, Nataly Chesky

Abstract


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. 


Keywords


curriculum studies, ecojustice, mathematics education

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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.

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