Living Culturally Responsive Mathematics Education With/In Indigenous Communities

Erscheinungsjahr 2019
ISBN: 978-90-04-41575-1
Verlag: Brill

Buch, Englisch, 268 Seiten, Format (B × H): 157 mm x 236 mm, Gewicht: 612 g

Living Culturally Responsive Mathematics Education with/in Indigenous Communities explores challenges and possibilities across international contexts, involving Indigenous and non-Indigenous scholars, teachers and Elders responding to calls for improved education for all Indigenous students. Authors from Australia, New Zealand, United States, Micronesia, and Canada explore the nature of culturally responsive mathematics education. Chapters highlight the importance of relationships with communities and the land, each engaging critically with ideas of culturally responsive education, exploring what this stance might mean and how it is lived in local contexts within global conversations. Education researchers and teacher educators will find a living pathway where scholars, educators, youth and community members critically take-up culturally responsive teachings and the possibilities and challenges that arise along the journey.

Contributors are: Dayle Anderson, Dora Andre-Ihrke, Jo-ann Archibald Q'um Q'um Xiiem, Maria Jose Athie-Martinez, Robin Averill, Trevor Bills, Beatriz A. Camacho, A. J. (Sandy) Dawson, Dwayne Donald, Herewini Easton, Tauvela Fale, Amanda Fritzlan, Florence Glanfield, Jodie Hunter, Roberta Hunter, Newell Margaret Johnson, Julie Kaomea, Robyn Jorgensen, Jerry Lipka, Lisa Lunney Borden, Dora Miura, Sharon Nelson-Barber, Cynthia Nicol, Gladys Sterenberg, Marama Taiwhati, Pania Te Maro, Jennifer S. Thom, David Wagner, Evelyn Yanez, and Joanne Yovanovich.

Autoren/Hrsg.

Weitere Mitwirkende

Nicol, Cynthia

Archibald Q’um Q’um Xiiem, Jo-ann

Glanfield, Florence

Dawson, A. J. Sandy

Fachgebiete

• Sozialwissenschaften Ethnologie | Volkskunde Volkskunde Indigene Völker
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Soziologie, Bildungssoziologie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)

Inhaltsverzeichnis

Foreword
Sharon Nelson-Barber

Acknowledgements
List of Figures and Tables
Notes on Contributors

1. Introduction: Making a Difference with/in Indigenous Communities
Cynthia Nicol, Jo-ann Archibald Q’um Q’um Xiiem and Florence Glanfield

2. Being Guided by Kugann Jaad Mouse Woman for Culturally Responsive Mathematics Education
Cynthia Nicol, Jo-ann Archibald Q’um Q’um Xiiem and Joanne Yovanovich

3. “Remember the Time We Set up Our Tipi? It Had a Very Long Side, Long Poles, and It was a Small Tipi?” Relational Curriculum Design for Culturally Responsive Mathematics Education
Maria Jose Athie-Martinez

4. Understanding the Landscape of Culturally Responsive Education within a Community-Driven Mathematics Education Research Project
Florence Glanfield and Gladys Sterenberg (with Dwayne Donald)

5. Show Me Your Math: Mi’kmaw Community Members Explore Mathematics
Lisa Lunney Borden, David Wagner and Newell Johnson

6. Bicultural Mathematics Teacher Education and Research: Supports and Challenges
Robin Averill, Pania Te Maro, Dayle Anderson, Herewini Easton and Marama Taiwhati

7. Enacting Culturally Responsive or Socially Response-Able Mathematics Education
Roberta Hunter, Jodie Hunter and Trevor Bills

8. Culturally Responsive Pedagogy: Addressing “Shame” for Aboriginal Learners
Robyn Jorgensen (Zevenbergen)

9. Mathematics and Culture in Micronesia
A. J. (Sandy) Dawson, Beatriz A. Camacho, Tauvela Fale, Dora Borja Miura and Amanda Fritzlan

10. Hawaiian Math for a Sustainable Future: Envisioning a Conceptual Framework for Rigorous and Culturally Relevant 21st-Century Elementary Mathematics Education
Julie Kaomea

11. Symmetry and Body Proportional Measuring: Contributions of Yup’ik Elders to Mathematics Education
Jerry Lipka, Dora Andrew-Ihrke and Eva Evelyn Yanez

12. Bending an Ear in the Quest of “What Is It?”
Jennifer S. Thom

13. Conclusion: Culturally Responsive Pedagogies to Re-Storying Mathematics Education
Cynthia Nicol, Jo-ann Archibald Q’um Q’um Xiiem and Florence Glanfield

Index

Über Autor(innen)

Cynthia Nicol is Associate Professor, University of British Columbia, Canada and holds the David F. Robitaille Professor in Mathematics and Science Education. She publishes and presents on mathematics teacher education, social justice, refugee education, and Indigenous education.

Jo-ann Archibald Q’um Q’um Xiiem is from the Stó:lo and St’at’imc First Nations in British Columbia and Professor Emeritus, Educational Studies, University of British Columba, Canada. She is author of Indigenous Storywork: Educating the Heart, Mind, Body and Spirit (UBC Press, 2008).

Florence Glanfield is Professor of Mathematics Education in the Department of Secondary Education, University of Alberta, Canada and Member of the Métis Nation, Alberta. She publishes in areas of mathematics education, teacher education, relational inquires, Indigenous perspectives and complexity science.

A. J. (Sandy) Dawson was Professor Emeritus and faculty member at the University of Hawaii Manoa College of Education, USA. He began the internationally recognized Mathematics and Culture in Micronesia: Integrating Societal Experiences (MACIMISE) collaborative research project.