Abstract
Very little work has been published on teaching for social justice in the Middle East. This paper demonstrates how a group of Arab women’s reading and writing of their world was facilitated by using a social justice pedagogy based on Gutstein’s (2006) model. The study involved 20 Middle Eastern women (ages ranging from 16-36). The findings suggest that the students have developed significant abilities to use mathematics as a tool to read and write their world. In addition, the findings show that, like their counterparts elsewhere in the world, these young women are also interested in social justice issues. This is particularly significant because of current ongoing social developments in the Middle East.
Citation
Tanko, M.G. (2015), "‘Reading and writing the world’ with mathematics in a Middle Eastern context", Learning and Teaching in Higher Education: Gulf Perspectives, Vol. 12 No. 2, pp. 51-73. https://doi.org/10.18538/lthe.v12.n2.181
Publisher
:Emerald Publishing Limited
Copyright © 2015 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 “‘Reading and writing the world’ with mathematics in a Middle Eastern context” has changed pagination. Previous pagination was pp. 1-23. The updated pagination for the article is now pp. 51-73. The Publisher apologises for any inconvenience caused.