This book...is an astonishing collection of scholarly articles from all over the world offering a kaleidoscope of perspectives of tremendous importance to mathematics educators interested in our shared concern to create a saner, equitable and more peaceful society. - Ubiratan D'Ambrosio, Recipient of the 2005 Felix Klein Medal awarded by ICMI ""The monograph...does not just dwell on the past, and it is neither overly theoretical nor esoteric. Its major strength is that it is in touch with the ever-changing conflicts and struggles faced by teachers and students."" - Review in ZDM-The International Journal on Mathematics Education ""...the issues are real and interested readers will find a treasure trove of perspectives on social justice as well as numerous examples of projects that have the purpose of serving this worthy goal"" - Review in Journal for Research in Mathematics Education

• Chapter 1. On the Origins of Social Justice: Darwin; Freire, Marx and Vivekananda, Bharath Sriraman.Chapter 2. Home, School, and Community Partnerships in Numeracy Education: An Australian Perspective; Merrilyn Goos, Tom Lowrie, and Lesley Jolly.Chapter 3. Peace, Social Justice and Ethnomathematics; Ubiratan D'Ambrosio.Chapter 4. Mathematical Marginalisation and Meritocracy: Inequity in an English Classroom; Andrew Noyes.Chapter 5. Some Tensions in Mathematics Education for Democracy; Iben Maj Christiansen.Chapter 6. Undertaking an Archaeological Dig in Search of Pedagogical Relay; Robyn Zevenbergen and Steve Flavel.Chapter 7. The Mathematics Club for Excellent Students as Common Ground for Bedouin and Other Israeli Youth; Miriam Amit, Michael N. Fried, and Mohammed Abu-Naja.Chapter 8. Some Thoughts on Passive Resistance to Learning; Tod L. Shockey and Ravin Gustafson.Chapter 9. Issues of Status and Values in the Professional Development of Mathematics Teachers; Libby Knott.Chapter 10. Connecting Community, Critical, and Classical Knowledge in Teaching Mathematics for Social Justice; Eric Gutstein.Chapter 11. How Many Deaths? Education for Statistical Empathy; Swapna Mukhopadhyay and Brian Greer.Chapter 12. Fundamental Reasons for Mathematics Education in Iceland; Kristín Bjarnadóttir.Chapter 13. "Before You Divide, You Have to Add:" Inter-Viewing Indian Students' Foregrounds; Ole Skovsmose, Helle Alríø and Paola Valero in collaboration with Ana Paula Silvério and Pedro Paulo Scandiuzzi.Chapter 14. Iceland and Rural/Urban Girls–PISA 2003 Examined from an Emancipatory Viewpoint; Olof Bjorg Steinthorsdóttir and Bharath Sriraman.About the Contributors.

This book...is an astonishing collection of scholarly articles from all over the world offering a kaleidoscope of perspectives of tremendous importance to mathematics educators interested in our shared concern to create a saner, equitable and more peaceful society. - Ubiratan D'Ambrosio, Recipient of the 2005 Felix Klein Medal awarded by ICMI ""The monograph...does not just dwell on the past, and it is neither overly theoretical nor esoteric. Its major strength is that it is in touch with the ever-changing conflicts and struggles faced by teachers and students."" - Review in ZDM-The International Journal on Mathematics Education ""...the issues are real and interested readers will find a treasure trove of perspectives on social justice as well as numerous examples of projects that have the purpose of serving this worthy goal"" - Review in Journal for Research in Mathematics Education

• Chapter 1. On the Origins of Social Justice: Darwin; Freire, Marx and Vivekananda, Bharath Sriraman.Chapter 2. Home, School, and Community Partnerships in Numeracy Education: An Australian Perspective; Merrilyn Goos, Tom Lowrie, and Lesley Jolly.Chapter 3. Peace, Social Justice and Ethnomathematics; Ubiratan D'Ambrosio.Chapter 4. Mathematical Marginalisation and Meritocracy: Inequity in an English Classroom; Andrew Noyes.Chapter 5. Some Tensions in Mathematics Education for Democracy; Iben Maj Christiansen.Chapter 6. Undertaking an Archaeological Dig in Search of Pedagogical Relay; Robyn Zevenbergen and Steve Flavel.Chapter 7. The Mathematics Club for Excellent Students as Common Ground for Bedouin and Other Israeli Youth; Miriam Amit, Michael N. Fried, and Mohammed Abu-Naja.Chapter 8. Some Thoughts on Passive Resistance to Learning; Tod L. Shockey and Ravin Gustafson.Chapter 9. Issues of Status and Values in the Professional Development of Mathematics Teachers; Libby Knott.Chapter 10. Connecting Community, Critical, and Classical Knowledge in Teaching Mathematics for Social Justice; Eric Gutstein.Chapter 11. How Many Deaths? Education for Statistical Empathy; Swapna Mukhopadhyay and Brian Greer.Chapter 12. Fundamental Reasons for Mathematics Education in Iceland; Kristín Bjarnadóttir.Chapter 13. "Before You Divide, You Have to Add:" Inter-Viewing Indian Students' Foregrounds; Ole Skovsmose, Helle Alríø and Paola Valero in collaboration with Ana Paula Silvério and Pedro Paulo Scandiuzzi.Chapter 14. Iceland and Rural/Urban Girls–PISA 2003 Examined from an Emancipatory Viewpoint; Olof Bjorg Steinthorsdóttir and Bharath Sriraman.About the Contributors.

This book...is an astonishing collection of scholarly articles from all over the world offering a kaleidoscope of perspectives of tremendous importance to mathematics educators interested in our shared concern to create a saner, equitable and more peaceful society. - Ubiratan D'Ambrosio, Recipient of the 2005 Felix Klein Medal awarded by ICMI ""The monograph...does not just dwell on the past, and it is neither overly theoretical nor esoteric. Its major strength is that it is in touch with the ever-changing conflicts and struggles faced by teachers and students."" - Review in ZDM-The International Journal on Mathematics Education ""...the issues are real and interested readers will find a treasure trove of perspectives on social justice as well as numerous examples of projects that have the purpose of serving this worthy goal"" - Review in Journal for Research in Mathematics Education

• Chapter 1. On the Origins of Social Justice: Darwin; Freire, Marx and Vivekananda, Bharath Sriraman.Chapter 2. Home, School, and Community Partnerships in Numeracy Education: An Australian Perspective; Merrilyn Goos, Tom Lowrie, and Lesley Jolly.Chapter 3. Peace, Social Justice and Ethnomathematics; Ubiratan D'Ambrosio.Chapter 4. Mathematical Marginalisation and Meritocracy: Inequity in an English Classroom; Andrew Noyes.Chapter 5. Some Tensions in Mathematics Education for Democracy; Iben Maj Christiansen.Chapter 6. Undertaking an Archaeological Dig in Search of Pedagogical Relay; Robyn Zevenbergen and Steve Flavel.Chapter 7. The Mathematics Club for Excellent Students as Common Ground for Bedouin and Other Israeli Youth; Miriam Amit, Michael N. Fried, and Mohammed Abu-Naja.Chapter 8. Some Thoughts on Passive Resistance to Learning; Tod L. Shockey and Ravin Gustafson.Chapter 9. Issues of Status and Values in the Professional Development of Mathematics Teachers; Libby Knott.Chapter 10. Connecting Community, Critical, and Classical Knowledge in Teaching Mathematics for Social Justice; Eric Gutstein.Chapter 11. How Many Deaths? Education for Statistical Empathy; Swapna Mukhopadhyay and Brian Greer.Chapter 12. Fundamental Reasons for Mathematics Education in Iceland; Kristín Bjarnadóttir.Chapter 13. "Before You Divide, You Have to Add:" Inter-Viewing Indian Students' Foregrounds; Ole Skovsmose, Helle Alríø and Paola Valero in collaboration with Ana Paula Silvério and Pedro Paulo Scandiuzzi.Chapter 14. Iceland and Rural/Urban Girls–PISA 2003 Examined from an Emancipatory Viewpoint; Olof Bjorg Steinthorsdóttir and Bharath Sriraman.About the Contributors.