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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/31495
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dc.contributor.authorXenofontos, Constantinosen_UK
dc.contributor.authorFraser, Sallyen_UK
dc.contributor.authorPriestley, Andreaen_UK
dc.contributor.authorPriestley, Marken_UK
dc.date.accessioned2020-07-31T00:05:24Z-
dc.date.available2020-07-31T00:05:24Z-
dc.date.issued2021en_UK
dc.identifier.urihttp://hdl.handle.net/1893/31495-
dc.description.abstractThe issue of social justice has been regularly addressed in many published papers in mathematics education research, particularly after 2000, when the discipline took a more explicit socio-political turn. However, there does not appear to be a consensus as to what the term designates and includes. This paper is a systematic review of the empirical studies published from 2000 until the middle of 2019 that explicitly address social justice from the perspective of practising mathematics teachers and/or teaching. More specifically, we examine (a) how social justice is conceptualised in the identified studies, (b) what specific issues are investigated and methodological approaches employed to do so, and (c) the main key points that arise from their empirical findings. Implications and suggestions of how the field can move forward are discussed at the end.en_UK
dc.language.isoenen_UK
dc.publisherRoutledgeen_UK
dc.relationXenofontos C, Fraser S, Priestley A & Priestley M (2021) Mathematics teachers and social justice: A systematic review of empirical studies. Oxford Review of Education, 47 (2), pp. 135-151. https://doi.org/10.1080/03054985.2020.1807314en_UK
dc.rights[Xenofontos et al - final version.pdf] This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Oxford Review of Education on 14 Sep 2020, available online: http://www.tandfonline.com/10.1080/03054985.2020.1807314.en_UK
dc.rights[Xenofontos et al 2021 ORE.pdf] The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.en_UK
dc.rights.urihttps://storre.stir.ac.uk/STORREEndUserLicence.pdfen_UK
dc.subjectMathematics educationen_UK
dc.subjectsocial justiceen_UK
dc.subjectsystematic reviewen_UK
dc.subjectteachersen_UK
dc.subjectteachingen_UK
dc.titleMathematics teachers and social justice: A systematic review of empirical studiesen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31en_UK
dc.rights.embargoreason[Xenofontos et al 2021 ORE.pdf] The publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.en_UK
dc.rights.embargoreason[Xenofontos et al - final version.pdf] Until this work is published there will be an embargo on the full text of this work. Publisher requires embargo of 18 months after formal publication.en_UK
dc.identifier.doi10.1080/03054985.2020.1807314en_UK
dc.citation.jtitleOxford Review of Educationen_UK
dc.citation.issn1465-3915en_UK
dc.citation.issn0305-4985en_UK
dc.citation.volume47en_UK
dc.citation.issue2en_UK
dc.citation.spage135en_UK
dc.citation.epage151en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.author.emailconstantinos.xenofontos@stir.ac.uken_UK
dc.citation.date14/09/2020en_UK
dc.contributor.affiliationEducationen_UK
dc.contributor.affiliationEducationen_UK
dc.contributor.affiliationEducationen_UK
dc.contributor.affiliationEducationen_UK
dc.identifier.isiWOS:000569807700001en_UK
dc.identifier.scopusid2-s2.0-85091005483en_UK
dc.identifier.wtid1648604en_UK
dc.contributor.orcid0000-0003-2841-892Xen_UK
dc.contributor.orcid0000-0001-9920-2347en_UK
dc.contributor.orcid0000-0001-8276-7771en_UK
dc.date.accepted2020-07-28en_UK
dcterms.dateAccepted2020-07-28en_UK
dc.date.filedepositdate2020-07-30en_UK
rioxxterms.apcnot requireden_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionAMen_UK
local.rioxx.authorXenofontos, Constantinos|0000-0003-2841-892Xen_UK
local.rioxx.authorFraser, Sally|en_UK
local.rioxx.authorPriestley, Andrea|0000-0001-9920-2347en_UK
local.rioxx.authorPriestley, Mark|0000-0001-8276-7771en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.freetoreaddate2022-03-15en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved||2022-03-14en_UK
local.rioxx.licencehttps://storre.stir.ac.uk/STORREEndUserLicence.pdf|2022-03-15|en_UK
local.rioxx.filenameXenofontos et al - final version.pdfen_UK
local.rioxx.filecount2en_UK
local.rioxx.source1465-3915en_UK
Appears in Collections:Faculty of Social Sciences Journal Articles

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