How To Drag with A Worn-Out Mouse? Searching for Social Justice through Collaboration

Source: Journal of Mathematics Teacher Education, Issue Volume 12, Number 3, p. 217-230 (June 2009).

The authors consider what a concern for social justice in terms of social inclusion might mean for teacher education. The authors refer to both practising and prospective teachers, with particular reference to the use of information and communication technology (ICT) in mathematics education taking place at a borderland school.
The discussion proceeds through the following steps: (1) The authors explore what a borderland position might denote to address what social inclusion might mean. (2) They consider the significance of mathematics education and the use of ICT for processes of social inclusion. (3) The authors briefly refer to the Interlink Network, as many of their observations emerge as reflections on this project. (4) They present different issues that will be of particular importance with respect to teacher education if we want to establish a mathematics education for social inclusion. These issues concern moving away from the comfort zone, establishing networks, identifying new approaches, moving beyond prototypical research, and getting in contact. This brings the authors to (5) final considerations, where they return to the notion of social justice.