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Decolonizing Educational Design for School Mathematics

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Bibliographic Details
Title: Decolonizing Educational Design for School Mathematics
Language: English
Authors: Foster, Colin, Barichello, Leonardo, Bustang, Bustang, Najjuma, Rovincer, Saralar-Aras, Ipek
Source: For the Learning of Mathematics. 2022 42(2):9-14.
Availability: FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: https://flm-journal.org/
Peer Reviewed: Y
Page Count: 6
Publication Date: 2022
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Decolonization, Mathematics Instruction, Cultural Awareness, Cultural Relevance, Instructional Design, Multicultural Education, Social Bias, Racism, Social Justice
ISSN: 0228-0671
Abstract: In this article, five authors, one each from Brazil, Indonesia, Turkey, Uganda and the UK, all experienced designers and users of educational resources, consider the challenge of decolonizing educational design within school mathematics. We outline what we term 'multicultural responses' to this challenge -- such as attention to equality of representation in images, names, history and contexts -- which we see as valuable, but taking us only so far. We contrast these 'multicultural responses' with deeper and more demanding 'decolonizing responses' that seek to address structural aspects of educational design within mathematics that we believe are essential to meet this challenge.
Abstractor: As Provided
Entry Date: 2022
Access URL: https://flm-journal.org/index.php?do=show&lang=en&showMenu=42%2C2
Accession Number: EJ1353600
Database: ERIC
Description
Abstract:In this article, five authors, one each from Brazil, Indonesia, Turkey, Uganda and the UK, all experienced designers and users of educational resources, consider the challenge of decolonizing educational design within school mathematics. We outline what we term 'multicultural responses' to this challenge -- such as attention to equality of representation in images, names, history and contexts -- which we see as valuable, but taking us only so far. We contrast these 'multicultural responses' with deeper and more demanding 'decolonizing responses' that seek to address structural aspects of educational design within mathematics that we believe are essential to meet this challenge.
ISSN:0228-0671