Description
Book SynopsisFirst Peoples living in remote Australia are educated in two worlds. The future of bush food enterprises in outstations in Utopia depends on the successful transfer of intergenerational knowledge. High school girls respectfully inquire about how to harvest and process important cultural materials from country. Students, senior women and young men strengthen their connections to self, kinship and culture and share responsibility to care for country. Careful collaboration with First Nations people creates opportunities to provide mathematics education which complements and is informed by the work that already exists in the local school community. Consultation with assistant teachers, students, and other community members creates opportunities to validate Indigenous pedagogies in mathematics education. Decolonising Mathematics Education explores and responds to student interest in managing and harvesting akatyerr (desert raisin). Transforming pedagogy enables the students to respond more broadly to the needs of Utopia Eastern Anmatyerr and Alyawarr people to price and sell this important bush food. Income generated from the enterprise is modest, however the skills of a small start-up business have been applied to many learning opportunities that exist in the local community.
Table of ContentsAcknowledgement List of Figures and Tables List of Abbreviations About the Author 1 Introduction 1 Apmer Akely-Akely 2 Re-imagining Curriculum and Pedagogy 2 Validating Indigenous Pedagogies in Mathematics Education 1 Are First Nations Identities and Cultural Intelligences Invoked in Mathematics Learning? 2 A Framework for Validating Indigenous Pedagogy 3 Cultural Respect Framework 4 Critical Self-Reflection 3 Embedding Living Stories in Mathematics Education 1 Utopia Community 2 My Positionality – An Insider/Outsider 3 Why Was Intervention in My Pedagogic Practice Necessary? 4 Preferencing Utopia Eastern Anmatyerr and Alyawarr Voice in Pedagogy 1 Creating the Space and Place for Merging Epistemologies in Measurement Curriculum 2 Decolonising Mathematics Education 5 The Goompi Model 1 Goompi Iterative Pedagogical Cycles in Four Phases 2 Goompi Pedagogical Cycles: Akatyerr Quadrat Study Iterations 6 Narrative: The Experience and Story of Decolonising Mathematics Education 1 Narrative: The Experience of Change 2 Understanding the Experiences of Change 7 Theory of Social Change – Decolonising Mathematics Education 1 Major Findings 2 Solutions to Problematic Pedagogic Practices 3 The Contribution of the Theoretical Frameworks to the Study 4 The Contribution of the Thematic Analysis 5 Limitations of the Study 6 Recommendations for Mathematics Education 7 Directions for Further Research 8 Future Generations 1 Anti-Colonial Educational Perspectives for Transformative Change 2 Lessons for Future Teachers 3 Mathematisation of Wild Akatyerr Harvest 4 Future Questions 5 Summarising Thoughts Glossary Index
