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Emphasis on viewing your students' background as a strength upon which to build rather than a deficit for which to compensate

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I think learning about different salaries/wages and expenses and the struggles that come with both

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I liked the readings that gave really concrete examples of how the topics are applied in a classroom. So the cases and the social justice reading were great because I got to see how students interacted with the content

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It was clear that all of the writers were compelled to "expose" inequity through intentionally planned lessons, and to prove this inequity exists

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I especially enjoyed the stories about challenges people faced when trying to implement social justice content in mathematics. Being able to anticipate where I could make my own lessons stronger prior to implementing is really important to me. What struck me the most were the explicit activities/lesson structures. I love finding stuff like that I haven't seen before.

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Don't try too hard to create a "perfect" social issue problem. Instead, we should focus on issues that are relevant to our students and their community.

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How can the narrative be shifted to focus on stories of resistance, liberation, and excellence?  (I worry a LOT about the ramifications of focusing only on deficit situations, and reinforcing the narrative that students live oppressed lives.)

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Maybe health disparities could be a social issue to teach ?

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Maybe health disparities could be a social issue to teach ?

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agreed with the above comment! being able to research our student's communities and build on the issues they face and that are relevant to them rather than building the "ideal, super lesson" like the reading mentioned.

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How to include everyone in the discussion?
Given the diversity in classrooms, some students may be from the oppressed side, while some students may be from the oppressor's perspective.

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While it is important to imagine social issues as math problems, you can't assume that all of your students will connect to them or find them necessary even if they have encountered a situation in their own lives. That's why you have to really get to know your students and effectively incorporate math when it is in service of the students.

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Before launching a SJ math lesson, how might we intentionally sequence content so that students are not left with constant reminders of oppression and deficit experiences, but instead, are empowered to do something?

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Some of the topics might not align with the curriculum of the school?

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Some of the topics might not align with the curriculum of the school?

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Making the content important for the students’ worlds, not just engaging.

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What i enjoyed about the readings was seeing the way the teachers went about their lessons and the prep work that was needed to be done in order for the lessons to be succesful.

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Creating content that is engaging and relevant while also illuminating social issues. I thought the focus group about example problems was particularly interesting as it showed that while you as an educator may think an issue is important, it can still detract from your lesson if your students do not feel the same way.

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I agree with being able to include all students in the discussion but on the contrary, also being able to look at each students individually and any individual social justice issues they might face and not as a whole just because they are in the same classroom (doesn't mean they are from necessarily the same community/background).

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I really liked the reading that showed the connection between algebra and geometry

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I really liked the reading that showed the connection between algebra and geometry

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How do you discuss social justice teaching with colleagues? How do you approach the conversation when someone uses the point "math should be apolitical"?

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How do you call in not just students of color but all of your students?