  In this paper, we situate the educational movement of "Ethics in
Mathematics," as outlined by the Cambridge University Ethics in Mathematics
Project, in the wider area of mathematics ethics education. By focusing on the
core message coming out of Ethics in Mathematics, its target group, and
educational philosophy, we set it into relation with "Mathematics for Social
Justice" and Paul Ernest's recent work on ethics of mathematics. We conclude
that, although both Ethics in Mathematics and Mathematics for Social Justice
appear antagonistic at first glance, they can be understood as complementary
rather than competing educational strategies.
