Cultivating critical consciousness in preservice teachers: a social justice data literacy framework

With growing student diversity and persistent disparities in access to high-quality education, teacher education programmes must prioritise preparing teachers for equitable and socially just teaching practices. Developing critical consciousness is key to this preparation, yet many mathematics education programmes lack structured integration of social justice principles. This study, informed by five years of research, proposes and implements a framework designed to guide preservice teachers (PSTs) in critically examining sociopolitical issues through the lens of mathematical graphics and data literacy. We inductively developed a framework that illustrates how PSTs can enhance their data literacy skills and gain deeper insights into systemic inequities and injustices through mathematical graphics. The framework bridges the gap between mathematics education and social justice by equipping teacher educators with practical strategies for addressing diverse student needs. This work fills a gap by demonstrating how analysing mathematical graphics can serve as a powerful tool for fostering awareness and encouraging action among future educators. This study highlights the potential of integrating social justice into mathematics education, supporting the broader goal of cultivating teachers who are prepared to advocate for equity and inclusion in diverse classroom settings.