Failures Indigenising school mathematics: A narrative inquiry-Reference-Cited by-同舟云学术

Failures Indigenising school mathematics: A narrative inquiry

Published:2022-12-14 Issue:2 Volume:51 Page:
ISSN:2049-7784
Container-title:The Australian Journal of Indigenous Education
language:
Short-container-title:AJIE

Author:

Stavrou Stavros Georgios,Murphy M. Shaun

Abstract

We use a narrative inquiry methodology to consider tensions surrounding Indigenising school mathematics. This research takes place in a Cree bilingual school in a Western Canadian prairie province conducted with three Cree elementary school teachers. We contemplate ways that: Indigenisation and notions of success in education can be Eurocentric; what is sometimes taken-up under the label of Indigenising school mathematics can be a colonial practice that is not actually Indigenising school mathematics in ways that support or coincide with teachers’ cultural identities; Indigenous worldviews are still at risk of Eurocentric colonisation; and Indigenous worldviews are complete and should not be scrutinised by the Eurocentric gaze.

Publisher

The University of Queensland

Subject

Anthropology,Education

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