Integrating Critical Pedagogy With Teaching Statistics for Social Justice

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Author(s): Basil Conway IV (Columbus State University, USA)and Kristin Lilly (Columbus State University, USA)
Copyright: 2021
Pages: 24
Source title: Research Anthology on Instilling Social Justice in the Classroom
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-7706-6.ch047

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

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Abstract

The following chapter describes the creation and implementation of a “Content Underpinnings” course for graduate students in middle grades statistics that required students to complete a teaching for social justice lesson in a K-12 classroom. The content underpinnings course consisted of three major goals that promoted critical thought: critical race theory (CRT) and teaching for social justice (TSJ), statistical pedagogical content knowledge, and statistical content knowledge. A review of research related to each these goals is integrated with student implementation of a CRT/TSJ lesson, along with details on how this research guided the course creation and implementation. Implications and suggestions for including CRT and TSJ in mathematics are suggested as a tool to promote equity, access, and empowerment for democracy in teacher education.

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Integrating Critical Pedagogy With Teaching Statistics for Social Justice

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