How and Why is my curriculum culturally bound?

Transcript

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How and why might my curriculum be culturally bound?

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Two defintions to keep in mind:

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Ontology: the way of thinking about the world Epistemology: the way knowledge is produced and spread

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Western perspectives

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Privileges whiteness

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Enabling the white experience to remain the norm

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Cultural diversity and equality

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Address discrimination

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Western Mathematical culture

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There is only one view of Mathematics!

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We have to preserve the "mathiness" of Mathematics

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The current view of Mathematics: Fails to meet the needs of all people Not always easily understood outside the    'mainstream' culture

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Resulting in: Questioning of the practicality of Mathematics Disadvantaging those who fail to embrace      the western view of mathematics

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We should recognise the relationship between Mathematics and culture

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Slowly alter the curriculum to embrace the cultural element

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Provide students with better visualisation of mathematical situations and more recognition of mathematics in practice

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References Gerber, P. (2004). Black rights/white curriculum: Human rights education for Indigenous peoples.                       Deakin Law Review Owens, K. (n.d.). Ethnomathematics. https://www.science.org.au/curious/space-time/ethnomathematics Peters, M.A. (2015). Why is my curriculum white? Educational Philosophy and Theory, 47(7), 641-646. Warburton, T. (2015). Solving for irrational zeros: Whiteness in mathematics teacher education. ProQuest Dissertations Publishing. Watson, L. (2017). “Australia Failing Indigenous Maths Students”. AMSI. https://amsi.org.au/2017/10/24/australia-failing-indigenous-maths-students/