Chapter 2: Exploring the Self-Empowering Uncertainties of Teaching Mathematics for Social Justice: Narratives From a Teacher Educator and a Classroom Teacher

In this narrative essay, a mathematics teacher educator and a mathematics classroom teacher share their approaches and motivations behind introducing teachers and high school students, respectively, to the promises and challenges of mathematics taught from a social justice perspective. They conclude the essay by noting two preliminary pedagogical necessities for teacher educators and classroom teachers who might wish to engage in the self-empowering uncertainties of teaching mathematics for social justice.