Toward Teaching Mathematics Education for Justice From an Anticolonial Stance: An Anticolonial Curriculum Analysis

• In Event: 25.085 - Sheraton Roundtable One - Osgoode Ballroom
  In Roundtable Session: 25.085-6 - "Nice for What?" Disobedient Struggles in Anticolonial Times

Abstract

This paper engages Grande’s (2015) conceptualization of colonialist consciousness to illuminate the presence of coloniality within a criticalmathematics-oriented statistics and probability course taught in a university’s matriculation summer program for exceptional urban youth with exceptionally challenging circumstances. Using qualitative methods and Grande’s (2015) conceptualization of colonialist consciousness as a provisional coding schemata (Miles, Huberman, & Saldaña, 2014), I engaged two cycles of coding with respect to my course materials. In doing so I suggest the presence of coloniality in both my course structure and my presentation of probability and statistics without epistemological boundaries. Thus, given many of the common curricular features problematized herein, the discussion and implication herein have potential insights for mathematics teacher educators and possibly others.

Authors

• Paul E Madden, Boston College

• Anne Tee Vera Cruz, Boston College