Decolonizing Educational Design for School Mathematics

Autor/inn/en	Foster, Colin; Barichello, Leonardo; Bustang, Bustang; Najjuma, Rovincer; Saralar-Aras, Ipek
Titel	Decolonizing Educational Design for School Mathematics
Quelle	In: For the Learning of Mathematics, 42 (2022) 2, S.9-14 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Decolonization; Mathematics Instruction; Cultural Awareness; Cultural Relevance; Instructional Design; Multicultural Education; Social Bias; Racism; Social Justice + Suchen Sie Ihr Suchwort? Dekolonisation; Entkolonialisierung; Mathematics lessons; Mathematikunterricht; Cultural identity; Kulturelle Identität; Lesson concept; Lessonplan; Unterrichtsentwurf; Multikulturelle Erziehung; Rassismus; Soziale Gerechtigkeit
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. (As Provided).
Anmerkungen	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/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01