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Abstract
This paper offers a rationale for the development of a theory of social justice to support research in mathematics education. A Rawlsian perspective (Rawls, 1971) is taken as a starting point. This perspective is developed using the work of Iris Marion Young (1990), Cameron McCarthy (1990) and Godfrey Brandt (1986) to offer arenas for research in mathematics classrooms by exploring injustices within schools and within classrooms. The paper ends by calling for the focus for such social research to be transformational as opposed to explanatory.