Keywords
restorative justice, mathematics instruction, restorative pedagogy
Abstract
Emphasized by the fallout of the pandemic, critical math scholars have long-since called for resistance to the cultural marginalization, systemic racism and violence of math instruction by crafting a liberatory and humanizing mathematics education. In response to that call, this paper illuminates the theoretical connections between the frameworks of two relational approaches to schooling, Restorative Justice in Education (RJE) and Cognitively Guided Instruction in Mathematics (CGI). Through discussing the intersections of the components of both frameworks and their shared vision of equity and agency for all students, this paper argues that integrating restorative justice into math instruction is not only possible, but necessary.
DOI
10.15760/nwjte.2022.17.2.3
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Persistent Identifier
https://archives.pdx.edu/ds/psu/37626
Recommended Citation
Stuart McQueen, Shanté
(2022)
"Toward a Restorative Math Pedagogy: A Theoretical Overlay Between Two Relational Approaches to Schooling and Mathematics Instruction,"
Northwest Journal of Teacher Education: Vol. 17
:
Iss.
2
, Article 3.
DOI: https://doi.org/10.15760/nwjte.2022.17.2.3