Foregrounding sociopolitical awareness and critique in secondary school statistics curriculum

With large scale social issues such as human migration, climate change, and growing economic disparities, statistical literacy needs to go beyond consuming and producing data that merely incorporates real-world contexts, but that critiques the structures and discourses that are shaping and perpetuating inequitable social, and economic conditions. The goal of this work is to theorize the importance of fostering sociopolitical awareness and critique in conjunction with learning powerful statistical concepts and practice, fostering a critical statistical literacy in secondary mathematics classrooms. In taking an initial step towards this goal I will be discussing the results of an analysis of an American written curriculum series for secondary mathematics, looking at the contexts and the elements of a critical statistical literacy present in those lessons.