- The paper systematically examines the discourse on the decolonization of mathematics, reviewing relevant literature and challenging the universalist view of mathematical knowledge.
- It explores theoretical challenges to universalism, highlighting how decolonial theory, critical pedagogy, and ethnomathematics argue against Eurocentric frameworks and for recognizing diverse mathematical traditions.
- The paper presents empirical evidence from the UK on systemic racism, lack of minority representation in academia, and the historical Eurocentric bias in mathematical narratives, calling for balancing historical contributions with curriculum relevance.
Decolonization of Mathematics: A Systematic Examination
The paper by Armstrong and Jackman examines a critical and emerging discourse within the field of mathematics education: the decolonization of mathematics. The authors provide a comprehensive review of the literature concerning the decolonization movement and its impact on the conventional, universalist perspective of mathematical knowledge. The paper contextualizes the decolonization agenda within broader efforts to reassess curricula in light of socio-political movements such as Black Lives Matter.
Universalist Perspective on Mathematics
The authors begin by detailing the "universalist" perspective of mathematics—an approach that treats mathematical truths as independent of cultural or geographical origins. This view, exemplified by the shared development of mathematical concepts such as the Madhava-Leibniz formula, aligns with the belief in the universality of mathematical knowledge. The authors argue that mathematical results, despite their cultural manifestations, often have isomorphic characteristics, implying that the fundamental truths of mathematics transcend cultural boundaries.
Challenges from Decolonization
Armstrong and Jackman systematically explore how the decolonization of mathematics challenges the universalist view. They categorize the literature into several themes: decolonial theory, critical pedagogy, indigenous mathematics education, and African mathematical education, among others. Key figures such as Quijano and D'Ambrosio argue that mathematics has been implicated in cultural imperialism and the propagation of Western hegemonic values, often under the guise of neutrality.
The paper highlights the theoretical foundation of decoloniality, focusing on how Western mathematical frameworks are seen as vehicles of Eurocentric rationality. It brings to light the notion of ethnomathematics, emphasizing the need to recognize and integrate diverse mathematical traditions and practices into mainstream education.
Empirical Evidence from the UK Context
Beyond theoretical critiques, the paper analyzes empirical evidence concerning systemic racism within the mathematics community in the UK. The authors use demographic data to assess the representation of ethnic minorities among mathematics academic staff, pointing to potential disparities in career advancement. They also scrutinize the historical engagement of mathematics with colonial enterprises and the limited representation of non-Western mathematicians in academic narratives and curricula.
The authors argue that the current portrayal of mathematics' history, both in educational materials and broader narratives, often fails to adequately recognize the contributions of non-Western scholars, which might perpetuate a Eurocentric bias.
Implications and Future Directions
The findings suggest that decolonization, while challenging established paradigms, is part of a broader reevaluation of how mathematical knowledge is constructed, disseminated, and valued. As educators and policymakers grapple with these issues, the authors caution against adopting purely ideological stances and emphasize the importance of empirical research in assessing the impact of decolonization efforts.
Future research might focus on developing frameworks for integrating diverse mathematical paradigms in ways that maintain the rigor and universality of mathematical truths. Additionally, there is a clear call for more substantive exploration of the balance between teaching historical mathematical contributions and ensuring that current curricula remain relevant and comprehensive.
The paper by Armstrong and Jackman stands as a significant contribution to the ongoing discourse around decolonizing education. It offers both a critical perspective and a roadmap for future inquiry, making it a valuable reference for researchers and educators. Through their systematic review, they illuminate the complex interplay between mathematics, culture, and power, offering insights that extend beyond the confines of the UK and resonate across global educational contexts.