Decolonizing Local Mathematical Knowledge and Practices: Decolonial Actions of Ethnomathematics
Abstract
Many educational systems help educators and learners of distinct cultures face cultural imperialism, whose colonial aspect has made educational institutions an undemocratic environment for the teaching and learning process in mathematics for students from minority cultural groups and/or marginalized. To combat this cultural imperialism, researchers, teachers, and educators must become aware of the process of decolonization of (mathematics) education by recognizing that the mathematical knowledge imposed for centuries on conquered cultures is Eurocentric, universal, and acultural. This decolonizing aspect of ethnomathematics can be triggered through the development of decolonizing pedagogical actions in classrooms.
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