Disrupting Euro-Western Onto-Epistemologies (Re)Imagining Possibilities for Mathematics Education Through/With Indigenous Knowledges and Complex Conversations

This thesis is a representation of my research interests and explorations in interfacing Indigenous knowledges and mathematics education. This focus arose near the onset of my doctoral coursework as experiences of tension/contradiction occurred that were disruptive to my onto-epistemologies, especially to my ways of knowing and being in relation to mathematics education. These disruptions eventually led me to want to work at (re)imagining my mathematics learning/teaching practices through/with processes that might be recognized as decolonizing. My review of related literature increased my awareness of the possibility that the discipline of mathematics was potentially misframed. I was especially drawn to discussions about the framing of mathematics as universal/uncontestable and oftentimes used within the field of education to mathematize/superimpose particular onto-epistemologies onto Indigenous worldviews, perhaps as mechanisms of control and assimilation. As a result, throughout my doctoral research journey, I tried to develop and adopt a decolonizing theoretical framework through a process of collaging. This process assisted me in bringing forth postcolonial concepts that I could learn to identify and challenge, especially through consideration of my participations in mathematics education. Collaging also helped me to gather ideas about radical hope, a beyond-reform interpretation of decolonization, a theory of social justice for abnormal times, and dangerous coagulations – as a means of guiding my mathematics education (re)imaginings. I adopted a form of story/autoethnography as methodology, hoping that including vignettes of my experiences with interfacings and (re)imaginings might resonate with, and invite readers to think about, broader issues of decolonization and Indigenous revitalizations including issues not necessarily specific to mathematics education. My research methods included: journaling/marginalia; extending coursework; recording and analyzing complex conversations; and reflecting on my role as a sessional instructor of introductory finite mathematics for pre-service teachers. I selected these methods as a way of occasioning opportunities for my engagement/participation with others about interfacings and (re)imaginings of mathematics education through/with Indigenous knowledges. In this thesis, I share many of my learning experiences, thus far, in relation to/with Indigenous knowledges. As a Settler Canadian, I have questioned whether it is even appropriate for me to try to engage with Indigenous knowledges. However, I remain encouraged to do so because learning from various perspectives consistently assists me in disrupting/challenging and changing aspects of my present contexts by opening my mind/body/emotion/spirit to being otherwise. Thus, I continue experimenting with a variety of ideas and with being in relations/networks with a variety of people so as to better support/promote Indigenous revitalizations and more varied understandings of mathematics education. In this way, I remember to remain wary of and resistant to engaging with mathematics when it is portrayed as a, neutral, universal, objective, culture-free, apolitical, ahistorical, immutable, non-negotiable and uncontestable body of knowledge. Though this thesis may be complete, I am by no means finished with (re)imaginings and I hope that my thesis may serve as inspiration to the reader to create changes within their own learning/teaching and work/life/research contexts.

Name thesis:degree_name

Doctor of Philosophy (PhD)

Level thesis:degree_level

Doctoral -- first

Discipline thesis:degree_discipline

Education

Grantor dc:publisher

Faculty of Graduate Studies and Research, University of Regina

Year dc:date.issued

2020

Author dc:creator

• Graham, Shana Rae Wessel

Advisor dc:contributor.advisor

• Nolan, Kathleen

Committee members dc:contributor.committeemember

• Cappello, Michael
• Mulholland, Valerie
• Doolittle, Edward

Language dc:language.iso

en

DOI

https://doi.org/10.82465/4484

OAI identifier oai:identifier

oai:uregina.scholaris.ca:10294/9302