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.
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