ABSTRACT
Exploring ways to develop a transformative curriculum vision for mathematics education that is inclusive to opposing perspectives and ideologies, this mindful inquiry explores “mindless” views embedded in the mathematics curriculum of Nepal; explores narrowly conceived disempowering assumptions within it; engages in dialectical interactional texturing among perspectives; and eventually emerges with its transformative potentiality. In so doing, this reflection on hegemonic worship of modernity identifies Newtonian reductionism, absolutism, and non-fluidity of language, serving mono-cultural perspectives as restraints underlying inclusive mathematics curriculum. Reflecting on this meaning-making, and in seeking an equilibrium view of reality, the inquiry hopefully offers pluralism, synergy, and montage as imperative in making mathematics education more meaningful.
Disclosure statement
No potential conflict of interest was reported by the author.