Conceptualizing critical data education

Abstract There are many conceptual papers on what critical literacy/pedagogy might entail in statistics education, data science education, and data literacy. However, they exist disjointly in the literature creating problems with coherence and translating findings–leading to duplicate work and missed opportunities. In this paper, we addressed this issue by synthesizing the literature on critical perspectives in statistics education, data science education, and data literacy to create a conception of a critical data education for critical citizenship. Our aim is to establish a shared conceptual foundation to guide and encourage future educational research that could be used across disciplinary boundaries in K-12 education and teacher education and inform pedagogical work.