Integrating critical theory and practice in mathematics education

Recent years have seen many valid and important critiques of mathematics, mathematics education and mathematics education research (M, ME & MER). However, we also discern in some of these critiques a tendency toward one-sidedness and passivity. Unrelenting stress on the negatives of M, ME and MER can lead to a dismissal of the possibility of improving ME and a dismissal of those who attempt to do so. The separation of critical theory from critical practice which follows is then in danger of rendering critique sterile, becoming a mere pseudo-radicalism. As an alternative, we explore here the mutual relation between critical pedagogy and critiques of society, and the relationship between reform and more radical change, in wider society and ME. We argue that this analysis encourages a stress on joint activity, between individuals and organisations with a wide range of perspectives on what change is needed, to tackle the problems a critical perspective raises.