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ERIC Number: EJ1173548
Record Type: Journal
Publication Date: 2018
Pages: 6
Abstractor: As Provided
ISSN: ISSN-0228-0671
Critical Constructivism: Interpreting Mathematics Education for Social Justice
Skovsmose, Ole
For the Learning of Mathematics, v38 n1 p38-43 2018
The notion of social justice has been addressed from the perspective of 'ethical realism' and 'ethical anarchistic'. Here, however, the possibility of 'ethical constructivism' becomes formulated. With departure in Rawls' description of an idealised meeting defining social justice, the initial steps into ethical constructivism become taken. However, idealised meetings become substituted by real-life meetings referring to classroom practices. Social justice becomes interpreted as expressions of hopes and visions for the future. As visions and hopes are tentative, so are any conception of social justice. This observation leads to a new of interpreting mathematics education for social justice.
FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A