摘要：In a paper on using social justice examples in the statistics classroom, Lesser (2007), it was argued that such an approach goes beyond the “producers and consumers” focus of the national statistics education guidelines of ASA (2007). Nevertheless, it can be packaged as sufficiently mainstream so that even instructors in environments with little precedent may be willing to adopt it. One of the practical strategies offered there to support this approach was to use the term “equity” instead of “social justice” and we adopt that in this paper, with the awareness that the concepts are ultimately inseparable (Lesser, 2009).
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