In this article, I focus on my experiences teaching a seminar in critical pedagogy and the math for social justice (MfSJ) work that grew from of my students’ reflections as to how they might promote change towards justice. The course was designed to acquaint students with the research literature in critical pedagogy as we explored the social, political, cultural, and economic realities around our system of public education. Yet there came a point where students questioned the value of such exploration as they genuinely considered what to do next. I, too, struggled both to support the students I was working with and to better understand my role as both an advocate and practitioner of the teaching of math for social justice.
Gonzalez, L. (November 2018). Between paralysis and empowerment: Action in mathematics for social justice work. New England Mathematics Journal. LI (2) November 2018: 33-40.