From the Present Towards Hope for the Future

Abstract

In this epilogue we elaborate on and synthesise what we have learnt from reading this book. We start by considering what the word "apply" in Applying Critical Mathematics Education might mean. Apply connotes to put into action, but it is also related to the following ideas: to work hard at, to pay close attention to, to have relevance for and to request something. In the context of our readings we think of being relational and dedicated as a matter of enhancing situated critical awareness, addressing relevant issues as a matter of highlighting complex global and local challenges and making demands as a matter of agency and power. To us, these themes together synthesise the insights on critical mathematics education in action that the authors of this book offer; namely, propositions on how to illuminate and execute social justice and heterogenous subjectification by critically entangling local and global knowledges in contextually situated educational enactments that hold the potential to address complex challenges. We close by sharing our ideas on how the contribution of this book gives us hope for the future in these times of crises and complex challenges.

Sustainability and mathematical modelling in 5th grade

“…For instance, seeing the plastic bags found inside the "plastic whale" was a wake-up call for many people, resulting in individual action towards littering (Sylte, 2018). Also, the emphasis that individual action matters can provide hope rather than a feeling of hopelessness caused by the magnitude and the severity of this problem, in line with what Ryan and Steffensen (2021) describe. The PTs further write: "We wanted to give the students the experience that they contributed to a larger community.…”

“…Dealing with environmental issues can lead to hopelessness due to their severity and complexity. So, introducing the burdens of environmental issues to young students could be accompanied by providing hope through action (Ryan & Steffensen, 2021). Freire et al (2014) describe how hope has its foundation in believing that we can organize ourselves to different possibilities for the future.…”

Discourses in colombian and swedish syllabuses

“…The notion of AC should be seen as an ideal in democratic approaches to education (Jensen & Schnack, 1997). Students should be able to make decisions about what and when they want to take part, for instance in democratic school activities, or community issues (Ryan & Steffensen, 2021) or in mathematical activities that involve climate change, where teachers should provide opportunities to enable an active participation (Barwell & Hauge, 2021). AC as an educational ideal is aligned with other concepts such as emancipatory education, democracy, human rights and sustainable development (Mogensen & Schnack, 2010, p. 61).…”