Towards epsitemic justice and inclusion through Diversity Valued Instruction

• A starting point in this project presentation is that all students have the right to be valued as knowers in mathematics classrooms. We use epistemic justice, epistemic friction, and inclusion to argue for an extension of ideas about differentiated instruction and suggest an alternative concept – diversity valued instruction. Based on examples from mathematics teaching practice in Sweden, we present ideas about a study in which we want to illuminate possibilities and constraints when ideas of diversity valued instruction is implemented in mathematics teachers’ process of planning. 

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

Nyckelord

diversity

epistemic justice

inclusion

mathematics education

teacher development

Publikations- och innehållstyp

ref (ämneskategori)

kon (ämneskategori)