• Journal of Fisheries and Marine Sciences Education
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• v.26 no.3
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• pp.474-484
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• 2014

The purpose of this study was to study literature research on the possibility of education for social justice. First, the principle and rule of education for social justice were unfolded on the basis of contents that education for social justice has to emphasize freedom, democracy, equality of opportunity, and economic growth, and has to be student-centered, collaborative, experienced, knowledged, and practical. Second, the curriculum of education for social justice were unfolded on the basis of contents that education for social justice has to emphasize skills for reading the world and skills for activism, and has to emphasize human rights, democracy, and reservation. And third, the teacher education for social justice were unfolded on the basis of contents that education for social justice has to emphasize care, justice, critique, anti-bias education, critical pedagogy, multicultural education.

• Research in Mathematical Education
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• v.24 no.1
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• pp.49-67
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• 2021

In this study, the researchers analyzed the 2015 revised 3rd~6th grade Korean mathematics textbooks from the aspects of social justice in mathematics education. For this study, the researchers constructed a textbook analysis framework for social justice subjects, which categorized by social issues, economy education, democratic education, personality education, safety education, environmental education, and career education. As a result, the 2015 revised elementary mathematics textbooks were reflected the subject matter of social justice in the order of social issues, economic education and democratic education, personality education and environmental education, safety education and career education. Also, the subject of social justice appears in all 3rd~6th grade mathematics textbooks, but it is not explicitly dealt with by combining it with mathematical content. The researchers suggested that mathematics lessons should be developed including social justice issues aligned with elementary mathematics contents.

• Communications of Mathematical Education
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• v.33 no.2
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• pp.141-161
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• 2019

The purpose of this study is to review the trends of international and domestic research in mathematics education for social justice and to present the meanings to the mathematics education in Korean mathematics education. For Korean mathematics educators and teachers, interest and research in mathematics education for social justice is still insufficient. For this study, the researcher analyzed the concerned research on mathematics education for social justice. According to the study, international research on social justice were started with Freire's critical mathematics education in the 1970s and has been actively conducted from various perspectives and has been applied to their mathematics lessons. However, domestic studies on mathematics education for social justice have recently been started. The implications of mathematics education for social justice is that it provides an opportunity for reflection on traditional mathematics lessons and enables integration and convergence with humanities perspective. This approach can also foster a positive attitude toward mathematics and deepen the view of mathematics and the world of teachers and students. The researcher proposed to include mathematics education for social justice in Korean mathematics curriculum and textbooks, support teachers' professionalism by teacher training programs, and continue to develop a more sophisticated education model through practical applications.

• Research in Mathematical Education
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• v.27 no.1
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• pp.25-47
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• 2024

Mathematical modeling activities are gaining popularity in K-12 mathematics education curricula worldwide. These activities serve dual purposes by aiding students in making sense of real-world situations intertwined with social justice while acquiring mathematical knowledge. Despite efforts to prepare teacher candidates for instructing in mathematical modeling within a single country, little attention has been given to teacher candidates' approaches to mathematical modeling on a social justice issue from different countries. This article employs an in-depth, small-scale comparative study to examine the approaches of U.S. and Korean teacher candidates in solving a justice-oriented mathematics task. Our findings reveal that, although both U.S. and Korean teacher candidates identified certain variables as key when constructing a mathematical model, Korean teacher candidates formulated a more nuanced model than U.S. candidates by considering diverse variables. However, U.S. teacher candidates exhibited a heightened engagement in linking the task to social justice issues, whereas Korean teacher candidates barely perceived real-world problems in relation to social justice concerns. This study serves as a valuable tool to inform the roles and limitations of teacher education programs, shaped within specific educational contexts.

• Hwankyungkyoyuk
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• v.20 no.4
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• pp.84-96
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• 2007

The purpose of this study is to develop instruction model of environmental problem process focused with environmental justice. This study has analyzed environmental problem solution process in social studies of elementary school from 4th grade to 6th grade with it. The results of this study are as follows. First, social studies of elementary school didn't show distributive justice in environmental problem solving process. Second, procedural justice existed, but offered information is lacking to each main group. Third, substantive justice was emphasized personal viewpoint. We developed instruction model of environmental problem solving process based upon the results. Component of instruction model is problem analysis, distributive justice, procedural justice, substantive justice and evaluating a solution. Timely, teachers can use and can apply it in social studies class. In conclusion, it is strongly recommend to teach environmental education linked with environmental justice. It enables us enhance a new awareness and attitudes towards sustainable development.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.3
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• pp.289-303
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• 2019

The aim of this study was to seek for the purpose of social justice of mathematics education based on the understating of a critical race perspectives. This paper is consisted of two parts. First, I analyzed literatures of mathematics education for social justice in order to understand the discussions and concerns related to the topic. Second, I used the selected tenets of critical race theory to examine mathematics education for social justice scholarship. From the analysis, I concluded the current capacity of mathematics education for social justice toward addressing race issues in a mathematics classroom.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.1
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• pp.47-67
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• 2018

The purpose of this study is to develop an elementary mathematics education program for social justice. In the two years of research including literature review and development of a teaching model, forty 6th grade elementary students at two schools in Seoul participated as participants for verification of the effectiveness of the program. Parents' SES in each group is in the high and average levels, respectively. The students participated in 12 mathematical classes for social justice, and the effects of mathematics education for social justice were tested by using mixed method. As a result of the study, students' perceptions of mathematics and tendency toward mathematics were changed positively. The results of this study showed that students' perceptions on mathematics and tendency toward mathematics were influenced by individual ability, inclination, and condition rather than parents' socio-economic environments. It is necessary to develop high qualified and diverse mathematical materials for social justice in order to cultivate creative convergence ability that flexibly copes with future society. It is also necessary for teachers to look at mathematics education in a broader and deeper perspective such as seeing mathematics with humanistic imagination.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.409-434
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• 2015

The purpose of this study was to investigate the influences of teaching mathematics for social justice on students'interest towards mathematics and perceptions of mathematical values. Eighteen 6th grade students, at B elementary school in Seocho-gu, Seoul, who wished to involved in the study participated in the 10 hour lessons. During the lessons for social justice, the researchers analyzed the students' reactions in the lessons according to the three categories: Perceiving given problematic situations of social conflicts, searching for problem-solving methods based on mathematical analysis, and changing social behaviors to solve life issues through mathematics. They also examined changes of students' interest towards mathematics and perceptions of mathematical values through the activities and reactions using the preliminary questionnaires, observations of lessons, and students' activity sheets. The research results showed that the students perceived mathematics as a tool for social justice in mathematics lessons, tried to find problem-solving methods based on mathematical analysis, and expressed their active social behaviors by cultivating the will of practice to solve life issues through mathematics. Based on those findings, the study reached the following conclusions. First, the students recognize many of the social problems in their societies as social justice regardless of their economic levels. Second, learning activities need to design in a way that students can accept the social problems as realistic situations in teaching mathematics for social justice. Third, students look at the world from a mathematical perspective, have interest in mathematics, and recognize the values of mathematics in teaching mathematics for social justice.

• Asian Journal for Public Opinion Research
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• v.4 no.3
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• pp.123-165
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• 2017

In this paper, we look at mediation of public policies in different areas of governance. Editorials appearing in an Indian English language newspaper during the period of an intense public debate on the issue of affirmative action in favor of a section of the population, the Other Backward Classes (OBC) - a popular reference to the socially and educationally backward classes of citizens under India's constitution constitute the sample for the study. Apart from editorials on the public policy of reservation of seats in admission to higher education institutions for the OBC, editorials on three other areas of governance, namely, development, economy, and public administration appearing in the same newspaper, are also consulted to understand media framing of social issues and more specifically, issues of social justice. Inductively identifying the various frames used in its editorials by the newspaper, I detect predominant use of 'personalized' frame in respect of editorials pertaining to the policy area of social justice; and distinguish it from the 'generic' frame of 'characterization' found in theory. The study concludes that the sample editorials in respect of other public policies did not use the personalized frame found in editorials on social justice.

• 한국노년학
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• v.30 no.4
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• pp.1045-1058
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• 2010

Based on Rawl's Justice Theory, the author examines the rationales for educating older adults and advocates for their needs for just distributions of educational resources and opportunities. The author also seeks policy implications for establishing just educational systems for older citizens. On the basis of Rawl's Justice Theory, the essential principles for realizing social justice are presented. The author points out the Veil of Ignorance and Rational Indifference. As the practical methods for achieving social justice, the author presents Exclusion of Coincidence, Difference Principle, Democratic Equality, and Common Asset. Implications for establishing just education systems for older adults include: 1) The least advantaged groups such as older adults, females, and the disabled should not be discriminated in the distribution of educational resources; 2) People with higher capacities are obliged to serve less capable people; and 3) Older adults should mobilize all resources to empower themselves and to develop their potentials. The author concludes that Rawl's Justice Theory can be tapped into as a useful ideological framework in order to expand educational resources and opportunities for older adults.