Failures Indigenising school mathematics: A narrative inquiry

Stavros Georgios Stavrou; M. Shaun Murphy

doi:10.55146/ajie.v51i2.40

Authors

Stavros Georgios Stavrou University of Saskatchewan
M. Shaun Murphy Department of Educational Foundations, College of Education, University of Saskatchewan

DOI:

https://doi.org/10.55146/ajie.v51i2.40

Keywords:

narrative inquiry, school mathematics, Indigenisation, Cree

Abstract

We use a narrative inquiry methodology to consider tensions surrounding Indigenising school mathematics. This research takes place in a Cree bilingual school in a Western Canadian prairie province conducted with three Cree elementary school teachers. We contemplate ways that: Indigenisation and notions of success in education can be Eurocentric; what is sometimes taken-up under the label of Indigenising school mathematics can be a colonial practice that is not actually Indigenising school mathematics in ways that support or coincide with teachers’ cultural identities; Indigenous worldviews are still at risk of Eurocentric colonisation; and Indigenous worldviews are complete and should not be scrutinised by the Eurocentric gaze.

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Author Biographies

Stavros Georgios Stavrou, University of Saskatchewan

Stavros Georgios Stavrou has white-settler identity with Greek heritage on his father’s side, and French and Ukrainian heritage on his mother’s. He was born and raised in Saskatchewan, Canada. He currently works as a mathematician and in teacher education in the Department of Educational Foundations, College of Education, University of Saskatchewan.

M. Shaun Murphy, Department of Educational Foundations, College of Education, University of Saskatchewan

M. Shaun Murphy has white-settler identity and was born on Treaty Six Territory in Alberta. He currently works on Treaty Six Territory in Saskatchewan, in teacher education in the Department of Educational Foundations, College of Education, University of Saskatchewan.

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