Abstract
This study involved a group of Middle Eastern Muslim women (ages ranging from 16-36) learning mathematics through social justice pedagogy. One of the important lessons from this experience is that, despite some of the unique challenges associated with teaching for social justice, in this context this method of teaching is doable and beneficial. However, in the current atmosphere throughout the Middle East it is a very challenging task: it needs courage and commitment on the part of the teacher/researcher, as well as support and even protection by the head of the college or policymakers to ensure that it leads to positive learning outcomes.
Citation
Tanko, M.G. (2014), "Challenges associated with teaching mathematics for social justice: Middle Eastern perspectives", Learning and Teaching in Higher Education: Gulf Perspectives, Vol. 11 No. 1, pp. 57-70. https://doi.org/10.18538/lthe.v11.n1.146
Publisher
:Emerald Publishing Limited
Copyright © 2014 Mohammed Goma Tanko
License
This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode
Acknowledgements
Publisher's note: The Publisher would like to inform the reader that the article “Challenges associated with teaching mathematics for social justice: Middle Eastern perspectives” has changed pagination. Previous pagination was pp. 1-14. The updated pagination for the article is now pp. 57-70. The Publisher apologises for any inconvenience caused.