Social justice and mathematics education in Ghana
AbstractThis paper assesses the extent to which social justice theories can be used to explain the causes of inequalities in mathematics education in Ghana and explores ways in which issues arising from such inequalities can be addressed. The paper traces the habitus that operates in the Ghanaian mathematics classroom and argues that the habitus is created by both learners and teachers who may be oblivious to its dangers. The author underscores the importance of teaching for social justice by using learners’ funds of knowledge in the delivery of the mathematics curriculum. The paper concludes that it is vital for teachers of mathematics to move away from authoritative approaches to the teaching and learning of mathematics
towards more collaborative approaches, which will provide learners with the opportunity to make choices that will engage their creative potential in mathematics and harness their emotional energies.