Abstract
We consider what a concern for social justice in terms of social inclusion might mean for teacher education, both practising and prospective, with particular reference to the use of information and communication technology (ICT) in mathematics education taking place at a borderland school. Our discussion proceeds through the following steps: (1) We explore what a borderland position might denote to address what social inclusion might mean. (2) We consider the significance of mathematics education and the use of ICT for processes of social inclusion. (3) We briefly refer to the Interlink Network, as many of our observations emerge as reflections on this project. (4) We 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 us to (5) final considerations, where we return to the notion of social justice.
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Acknowledgements
We want to thank all students, practising teachers and prospective teachers who have been engaged in the Interlink Network since 2000. The Interlink Network has been funded by the National Council for Scientific and Technological Development (CNPq), The State of São Paulo Research Funding (FAPESP) and São Paulo State University (UNESP).
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Penteado, M.G., Skovsmose, O. How to drag with a worn-out mouse? Searching for social justice through collaboration. J Math Teacher Educ 12, 217–230 (2009). https://doi.org/10.1007/s10857-009-9103-6
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DOI: https://doi.org/10.1007/s10857-009-9103-6