The Project Meant to Fail: Indigenizing School Mathematics

• In Event: Experiences of Identity and Knowledge

Abstract

Through a Narrative Inquiry, we consider tensions surrounding Indigenizing school mathematics, and the meaning around Indigenous and Eurocentric worldviews of knowledge when it comes to mathematics learning, such as: Eurocentric notions of success, and Indigenization as a colonial practice. This research takes place in a Cree bilingual school in a Western Canadian prairie province conducted with three Cree elementary school teachers.

Authors

• Stavros Georgios Stavrou, University of Saskatchewan

• M. Shaun Murphy, University of Saskatchewan