Healing-Informed Social Justice Mathematics: Promoting Students' Sociopolitical Consciousness and Well-Being in Mathematics Class. (November 2019)

• Record Type: Journal Article
• Authors: Kokka, Kari
• Is Part Of: Urban education. Volume 54:Number 9(2019)
• Page Start: 1179
• Page End: 1209
• Publication Date: 2019-11
• Subjects: radical healing -- social justice mathematics -- trauma-informed care -- urban schools -- mathematics education -- middle school education; Education, Urban -- Periodicals; Enseignement en milieu urbain -- Périodiques; Éducation; Milieu urbain; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 370.91732
• DOI: 10.1177/0042085918806947
• Languages: English
• ISSNs: 0042-0859

Abstract

Using an ecological approach to trauma-informed care and radical healing, this case study explores how one Title I public middle school mathematics classroom offered students opportunities to engage in healing practices through the use of Social Justice Mathematics. Findings indicate that students identified their emotions, engaged in structural analyses of local social issues, and expressed plans to take action. This study suggests the possibility of using a Healing-Informed Social Justice Mathematics approach to support development of students' sociopolitical consciousness, mathematics learning, and well-being.