Failures Indigenising school mathematics: A narrative inquiry

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Australian Journal of Indigenous Education Pub Date : 2022-12-14 DOI:10.55146/ajie.v51i2.40

S. Stavrou, Melissa S. Murphy

引用次数: 0

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.

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学校数学本土化的失败:一种叙事探究

我们使用叙事调查方法来考虑围绕学校数学本土化的紧张局势。本研究在加拿大西部草原省的一所克里族双语学校进行，由三名克里族小学教师参与。我们考虑的方式是:本土化和教育成功的概念可以以欧洲为中心;有时在学校数学本土化的标签下采取的做法可能是一种殖民做法，实际上并没有以支持或符合教师文化身份的方式将学校数学本土化;土著的世界观仍然面临着欧洲中心殖民的风险;土著的世界观是完整的，不应该被欧洲中心主义的眼光审视。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Australian Journal of Indigenous Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.80

自引率

12.50%

发文量

期刊介绍： Published in association with Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland, the Australian Journal of Indigenous Education is an internationally refereed journal which publishes papers and reports on the theory, method, and practice of Indigenous education. The journal welcomes articles that ground theoretical reflections and discussions in qualitative and quantitative studies, as well as examples of best practice with a focus on Indigenous education. While AJIE has a particular focus on Indigenous education in Australia and Oceania, research which explores educational contexts and experiences around the globe are welcome. AJIE seeks to foster debate between researchers, government, and community groups on the shifting paradigms, problems, and practical outcomes of Indigenous education.