An Anticolonial Mathematics Curriculum Evaluation Framework Specified From Grande's (2015) Conceptualization of Colonialist Consciousness

• In Event: Marriott Roundtable Session 13
  In Roundtable Session: Radical Resuscitations in Anticolonial Curriuculum, Consciousness, and Collectives

Abstract

This paper specifies Grande’s (2015) conceptualization of colonialist consciousness to construct an anticolonial mathematics evaluation framework aimed at illuminating the presence of colonial logics within mathematics curricular texts. Using qualitative methods and Grande’s (2015) conceptualization of colonialist consciousness as a provisional coding schemata (Miles, Huberman, & Saldaña, 2014, two cycles of coding and evaluation framework drafting were undertaken. Given the advanced state of our intertwined ecological and human crises emanating from the enfleshing and instantiating of colonial logics within particular places (Grande, 2015; Wildcat, 2009; Wynter, 2003), this paper hopes to contribute to the illuminating of coloniality’s deep structures within even the most seemingly objective, pure, and dispassionate subject, that is, mathematics.

Author

• Paul E Madden, Connecticut College