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Is Mathematics Education Responsive to Ecological Justice: with Embodied, Entangled, ‘Popular’ Knowledges?Uploaded 06-10-26A quarter of this century has passed by, through a devastating pandemic, and unprecedented ecological disasters, while education grapples with discourses of ‘21st century skills’. Do we better understand mathematics that can critically engage our children who live diverse lives - now and in the decades to follow? We interrogate the import of 21st century discourses for mathematics education, that reinforce hierarchies of ‘skills’ vs ‘knowledge’, to sort and segregate, and maintain a global division of work between the ‘ethereal’ and the material worlds. We bear witness to regimes of standardization and homogenization of mathematics curricula ascribing large populations of young people as “low performers”. Interdisciplinary studies of connected relationalities of knowledge and material production, inspire a recrafting of paradigms of mathematics education that invisibilize artisanal and ‘popular’ vernacular knowledges, and the livelihoods of those who have lived by the earth. Towards this end, we explore intercultural imaginaries and co-constructions of mathematics for school and work-based (not vocational) education, that are responsive to livelihoods, places and the planet, with a commitment to ecological justice. Learn more about your ad choices. Visit megaphone.fm/adchoices
