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Decolonising Mathematics Education
Transforming Pedagogy alongside First Peoples of Remote Australia
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First Peoples living in remote Australia are educated in two worlds. The future of bush food enterprises in outstations in Utopia depends on the successful transfer of intergenerational knowledge. High school girls respectfully inquire about how to harvest and process important cultural materials from country. Students, senior women and young men strengthen their connections to self, kinship and culture and share responsibility to care for country.
Careful collaboration with First Nations people creates opportunities to provide mathematics education which complements and is informed by the work that already exists in the local school community. Consultation with assistant teachers, students, and other community members creates opportunities to validate Indigenous pedagogies in mathematics education.
Decolonising Mathematics Education explores and responds to student interest in managing and harvesting akatyerr (desert raisin). Transforming pedagogy enables the students to respond more broadly to the needs of Utopia Eastern Anmatyerr and Alyawarr people to price and sell this important bush food. Income generated from the enterprise is modest, however the skills of a small start-up business have been applied to many learning opportunities that exist in the local community.
Careful collaboration with First Nations people creates opportunities to provide mathematics education which complements and is informed by the work that already exists in the local school community. Consultation with assistant teachers, students, and other community members creates opportunities to validate Indigenous pedagogies in mathematics education.
Decolonising Mathematics Education explores and responds to student interest in managing and harvesting akatyerr (desert raisin). Transforming pedagogy enables the students to respond more broadly to the needs of Utopia Eastern Anmatyerr and Alyawarr people to price and sell this important bush food. Income generated from the enterprise is modest, however the skills of a small start-up business have been applied to many learning opportunities that exist in the local community.
Nicole Boyd, M.Phil. (2021), Queensland University of Technology, tutors Indigenous led social change projects at Melbourne University and teaches in very remote Northern Territory Government schools. Nicole has presented two seminars for ATSIMA (Aboriginal Torres Strait Islander Mathematics Alliance).
Acknowledgement
List of Figures and Tables
List of Abbreviations
About the Author
1 Introduction
â1 Apmer Akely-Akely
â2 Re-imagining Curriculum and Pedagogy
2 Validating Indigenous Pedagogies in Mathematics Education
â1 Are First Nations Identities and Cultural Intelligences Invoked in Mathematics Learning?
â2 A Framework for Validating Indigenous Pedagogy
â3 Cultural Respect Framework
â4 Critical Self-Reflection
3 Embedding Living Stories in Mathematics Education
â1 Utopia Community
â2 My Positionality â An Insider/Outsider
â3 Why Was Intervention in My Pedagogic Practice Necessary?
4 Preferencing Utopia Eastern Anmatyerr and Alyawarr Voice in Pedagogy
â1 Creating the Space and Place for Merging Epistemologies in Measurement Curriculum
â2 Decolonising Mathematics Education
5 The Goompi Model
â1 Goompi Iterative Pedagogical Cycles in Four Phases
â2 Goompi Pedagogical Cycles: Akatyerr Quadrat Study Iterations
6 Narrative: The Experience and Story of Decolonising Mathematics Education
â1 Narrative: The Experience of Change
â2 Understanding the Experiences of Change
7 Theory of Social Change â Decolonising Mathematics Education
â1 Major Findings
â2 Solutions to Problematic Pedagogic Practices
â3 The Contribution of the Theoretical Frameworks to the Study
â4 The Contribution of the Thematic Analysis
â5 Limitations of the Study
â6 Recommendations for Mathematics Education
â7 Directions for Further Research
8 Future Generations
â1 Anti-Colonial Educational Perspectives for Transformative Change
â2 Lessons for Future Teachers
â3 Mathematisation of Wild Akatyerr Harvest
â4 Future Questions
â5 Summarising Thoughts
Glossary
Index
List of Figures and Tables
List of Abbreviations
About the Author
1 Introduction
â1 Apmer Akely-Akely
â2 Re-imagining Curriculum and Pedagogy
2 Validating Indigenous Pedagogies in Mathematics Education
â1 Are First Nations Identities and Cultural Intelligences Invoked in Mathematics Learning?
â2 A Framework for Validating Indigenous Pedagogy
â3 Cultural Respect Framework
â4 Critical Self-Reflection
3 Embedding Living Stories in Mathematics Education
â1 Utopia Community
â2 My Positionality â An Insider/Outsider
â3 Why Was Intervention in My Pedagogic Practice Necessary?
4 Preferencing Utopia Eastern Anmatyerr and Alyawarr Voice in Pedagogy
â1 Creating the Space and Place for Merging Epistemologies in Measurement Curriculum
â2 Decolonising Mathematics Education
5 The Goompi Model
â1 Goompi Iterative Pedagogical Cycles in Four Phases
â2 Goompi Pedagogical Cycles: Akatyerr Quadrat Study Iterations
6 Narrative: The Experience and Story of Decolonising Mathematics Education
â1 Narrative: The Experience of Change
â2 Understanding the Experiences of Change
7 Theory of Social Change â Decolonising Mathematics Education
â1 Major Findings
â2 Solutions to Problematic Pedagogic Practices
â3 The Contribution of the Theoretical Frameworks to the Study
â4 The Contribution of the Thematic Analysis
â5 Limitations of the Study
â6 Recommendations for Mathematics Education
â7 Directions for Further Research
8 Future Generations
â1 Anti-Colonial Educational Perspectives for Transformative Change
â2 Lessons for Future Teachers
â3 Mathematisation of Wild Akatyerr Harvest
â4 Future Questions
â5 Summarising Thoughts
Glossary
Index
All interested in STEM teaching and decolonising mathematics education.