Toward a reflexive mathematics education within local and global relations: thinking from critical scholarship on mathematics education within the sociopolitical, global citizenship education and decoloniality

References

• Adler, J., & Lerman, S. (2003). Getting the description right and making it count: Ethical practice in mathematics education research. In A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick & F. K. S. Leung (Eds.), Second international handbook of mathematics education (Part 2) (pp. 441–470). Dordrecht: Kluwer.
   Google Scholar
• Aguilar, M. S., & Zavaleta, J. G. M. (2012). On the links between mathematics education and democracy: A literature review. Pythagoras, 33(2), 15.
   Google Scholar
• Alrø, H., Ravn, O, & Valero, P. (2010). Inter-viewing critical mathematics education. In H. Alrø, O. Ravn & P. Valero (Eds.), Critical mathematics education: Past, present and future. Festschrift for Ole Skovsmose (pp. 1–10). Rotterdam: Sense.
   Google Scholar
• Andreotti, V. O. (2014). Soft versus critical global citizenship education. In S. McCloskey (Ed.), Development education in policy and practice (pp. 21–31). London: Palgrave Macmillan.
   Google Scholar
• Atweh, B. (2012). Mathematics education and democratic participation between the critical and the ethical: A socially response-able approach. In O. Skovsmose & B. Greer (Eds.), Opening the cage: critique and politics of mathematics education (pp. 325–341). Rotterdam: Sense.
   Google Scholar
• Bhan, G. (2019). Notes on a Southern urban practice. Environment and Urbanization, 31(2), 639–654.
   Web of Science ®Google Scholar
• Biesta, G. J. J. (2008). What kind of citizen? What kind of democracy? Citizenship education and the Scottish Curriculum for Excellence. Scottish Educational Review, 40(2), 38–52.
   Google Scholar
• Bishop, A. J. (1990). Western mathematics: The secret weapon of cultural imperialism. Race & Class, 32, 51–65.
   Web of Science ®Google Scholar
• Bittencourt, T., & Willetts, A. (2018). Negotiating the tensions: A critical study of international schools’ mission statements. Globalisation, Societies and Education, 16(4), 515–525.
   Web of Science ®Google Scholar
• Bopape, M. (1998, September 7–11). The South African new mathematics curriculum: People’s Mathematics for People’s Power? [Paper presentation]. First International Mathematics Education and Society Conference, Nottingham, United Kingdom. https://www.nottingham.ac.uk/csme/meas/papers/bopape.html
   Google Scholar
• Breckenridge, K. (2014). Biometric state. Cambridge: Cambridge University Press.
   Google Scholar
• Camillus, J. C. (2008, May). Strategy as a wicked problem. Harvard Business Review, 86(5), 98–101.
   PubMed Web of Science ®Google Scholar
• Chisholm, L. (2012). Apartheid education legacies and new directions in post-apartheid South Africa. Storia delle Donne, 8, 81–103.
   Google Scholar
• Christie, P. (2020). Decolonising schools in South Africa: The impossible dream? London & New York: Routledge.
   Google Scholar
• Comaroff, J., & Comaroff, J. L. (2012). Theory from the South: Or how Euro-America is evolving toward Africa. Boulder: Paradigm.
   Google Scholar
• Congress of the People. (1955). The Freedom Charter. https://scnc.ukzn.ac.za/doc/hist/freedomchart/freedomch.html
   Google Scholar
• Connell, L. (2004). Scottish nationalism and the colonial vision of Scotland. Interventions, 6(2), 252–263.
   Google Scholar
• Connell, R. (2007). Southern theory. Cambridge: Polity Press.
   Google Scholar
• Department of Basic Education. (2011a). National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement: Further Education and Training Phase Grades 10-12, Mathematical Literacy. https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatements(CAPS).aspx
   Google Scholar
• Department of Basic Education. (2011b). National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement: Further Education and Training Phase Grades 10-12, Mathematics. https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatements(CAPS).aspx
   Google Scholar
• Department of Basic Education. (2011c). National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement: Senior Phase Grades 7–9, Mathematics. https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatements(CAPS).aspx
   Google Scholar
• Dlamini, J. (2020). Safari nation: A social history of the Kruger National Park. Johannesburg: Jacana.
   Google Scholar
• Dowling, P. (1998). The sociology of mathematics education: Mathematical myths/pedagogic texts. London: RoutledgeFalmer.
   Google Scholar
• Education Scotland. (2021a). What is Curriculum for Excellence? https://education.gov.scot/education-scotland/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-building-from-the-statement-appendix-incl-btc1-5/what-is-curriculum-for-excellence/
   Google Scholar
• Education Scotland. (2021b). Scottish Attainment Challenge. https://education.gov.scot/improvement/learning-resources/scottish-attainment-challenge/
   Google Scholar
• Education Scotland. (n.d.). Curriculum for Excellence: Numeracy and mathematics, Experiences and outcomes. https://education.gov.scot/Documents/numeracy-maths-eo.pdf
   Google Scholar
• Ernest, P. (2016). Mathematics education ideologies and globalization. In P. Ernest, B. Sriraman & N. Ernest (Eds.), Critical mathematics education: Theory, praxis and reality (pp. 35–79). Charlotte: Information Age.
   Google Scholar
• Frankenstein, M. (1998, September 7-11). Reading the world with maths: Goals for a Criticalmathematical Literacy curriculum. [Paper presentation]. First International Mathematics Education and Society Conference, Nottingham, United Kingdom. https://www.nottingham.ac.uk/csme/meas/papers/frankenstein.html
   Google Scholar
• Gamal, M., & Swanson, D. M. (2018). Alterities of global citizenship: education, human rights, and everyday bordering. Justice, Power and Resistance, 2(2), 357–388.
   Google Scholar
• Green, L. (2020). Rock/water/life: Ecology and humanities for a decolonial South Africa. Johannesburg: Wits University Press.
   Google Scholar
• Gutstein, E. (2005). Reading and writing the world with mathematics: Toward a pedagogy for social justice. London & New York: Routledge.
   Google Scholar
• Harouni, H. (2015). Toward a political economy of mathematics education. Harvard Educational Review, 85(1), 50–74.
   Web of Science ®Google Scholar
• Hartung, C. (2017). Global citizenship incorporated: Competing responsibilities in the education of global citizens. Discourse: Studies in the Cultural Politics of Education, 38(1), 16–29.
   Web of Science ®Google Scholar
• Hodes, R., & Morrell, R. (2018). Incursions from the epicentre: Southern theory, social science and the global HIV research domain. African Journal of AIDS Research, 17, 22–31.
   PubMed Web of Science ®Google Scholar
• Jansen, J. (2004). Importing outcomes-based education into South Africa: Policy borrowing in a post-communist world. In D. Phillips & K. Ochs (Eds.), Educational policy borrowing: Historical perspectives (pp. 201–222). Oxford: Symposium Books.
   Google Scholar
• Khuzwayo, H. (1998, September 7-11). “Occupation of our minds”: A dominant feature in mathematics education in South Africa. [Paper presentation]. Mathematics Education and Society Conference, Nottingham, United Kingdom. https://www.nottingham.ac.uk/csme/meas/papers/khuzwayo.html
   Google Scholar
• Kolko, J. (2012, March 6). Wicked problems: Problems worth solving. Stanford Social Innovation Review. https://ssir.org/books/excerpts/entry/wicked_problems_problems_worth_solving
   Google Scholar
• Llewellyn, A. (2016). Problematising the pursuit of progress in mathematics education. Educational Studies in Mathematics, 92, 299–314.
   Web of Science ®Google Scholar
• Marshall, H. (2009). Educating the European citizen in the global age: Engaging with the post-national and identifying a research agenda. Journal of Curriculum Studies, 41(2), 247–267.
   Web of Science ®Google Scholar
• Martin, D. B. (2019). Equity, inclusion, and antiblackness in mathematics education. Race Ethnicity and Education, 22(4), 459–478.
   Web of Science ®Google Scholar
• Mbembe, A. (2015). On the postcolony. Johannesburg: Wits University Press.
   Google Scholar
• Mbembe, A. (2017). Critique of black reason. Johannesburg: Wits University Press.
   Google Scholar
• Mbembe, A. (2021). Out of the dark night: Essays on decolonization. Columbia: Columbia University Press.
   Google Scholar
• Mignolo, W. (2010). Cosmopolitanism and the de-colonial option. Studies in Philosophy and Education, 29(2), 111–127.
   Web of Science ®Google Scholar
• Mignolo, W. D. (2007). Introduction: Coloniality of power and de-colonial thinking. Cultural Studies, 21(2-3), 155–167.
   Web of Science ®Google Scholar
• National Planning Commission. (2011). National Development Plan 2030: Our future-make it work. https://www.gov.za/sites/default/files/gcis_document/201409/ndp-2030-our-future-make-it-workr.pdf
   Google Scholar
• Nikolakaki, M. (2016). The politics of mathematics education and citizenship in capitalism. In P. Ernest, B. Sriraman & N. Ernest (Eds.), Critical mathematics education: theory, praxis and reality (pp. 273–286). Charlotte: Information Age.
   Google Scholar
• Nolan, K. (2009). Mathematics in and through social justice: Another misunderstood marriage? Journal of Mathematics Teacher Education, 12(3), 205–216.
   Google Scholar
• Nyamnjoh, F. B. (2020). Decolonising the academy: A case for convivial scholarship. Carl Schlettwein Lecture 14, Basler Afrika Bibliographien. Basel: Basler Afrika Bibliographien.
   Google Scholar
• Pais, A. (2012). A critical approach to equity. In O. Skovsmose & B. Greer (Eds.), Opening the cage: Critique and politics of mathematics education (pp. 49–91). Rotterdam: Sense.
   Google Scholar
• Pais, A., & Costa, M. (2020). An ideology critique of global citizenship education. Critical Studies in Education, 61(1), 1–16.
   Web of Science ®Google Scholar
• Pais, A., & Valero, P. (2011). Beyond disavowing the politics of equity and quality in mathematics education. In B. Atweh, M. Graven, W. Secada & P. Valero (Eds.), Mapping equity and quality in mathematics education (pp. 35–48). New York: Springer.
   Google Scholar
• Popkewitz, T. S. (2002). Whose heaven and whose redemption? The alchemy of the mathematics curriculum to save (please check one or all of the following: (a) the economy, (b) democracy, (c) the nation, (d) human rights, (e) the welfare state, (f) the individual). In P. Valero & O. Skovsmose (Eds.), Proceedings of the Third International Mathematics Education And Society Conference, Addendum (pp. 1–26). Copenhagen: Centre for Research in Learning Mathematics.
   Google Scholar
• Quijano, A. (2007). Coloniality and modernity/rationality. Cultural Studies, 21(2–3), 168–178.
   Web of Science ®Google Scholar
• Skovsmose, O. (2007). Mathematical literacy and globalisation. In B. Atweh, A. C. Barton, M. C. Borba, N. Gough, C. Keitel-Kreidt, C. Vistro-Yu & R. Vithal (Eds.), Internationalisation and globalisation in mathematics and science education (pp. 3–18). Dordrecht: Springer.
   Google Scholar
• Skovsmose, O. (2016). Mathematics: A critical rationality? In P. Ernest, B. Sriraman & N. Ernest (Eds.), Critical mathematics education: Theory, praxis and reality (pp. 1–22). Charlotte: Information Age.
   Google Scholar
• Skovsmose, O., & Valero, P. (2008). Democratic access to powerful mathematical ideas. In L. D. English (Ed.), Handbook of international research in mathematics education (2nd Ed.) (pp. 415–438). New York: Routledge.
   Google Scholar
• Spaull, N. (2015). Schooling in South Africa: How low-quality education becomes a poverty trap. In A. De Lannoy, S. Swartz, L. Lake & C. Smith (Eds.), South African child gauge 2015 (pp. 34–41). Cape Town: University of Cape Town.
   Google Scholar
• Spaull, N. (2019). Equity: A price too high to pay? In N. Spaull & J. Jansen (Eds.), South African schooling: The enigma of inequality (pp. 1–24). Cham: Springer.
   Google Scholar
• Sriraman, B. (2016). Critical mathematics education: cliché, dogma, or commodity? In P. Ernest, B. Sriraman, & N. Ernest (Eds.), Critical mathematics education: Theory, praxis and reality (pp. ix–xii). Charlotte: Information Age.
   Google Scholar
• Swanson, D. M. (2004). Voices in the Silence: Narratives of disadvantage, social context and school mathematics in post-apartheid South Africa [Doctoral dissertation]. University of British Columbia. http://hdl.handle.net/2429/17343
   Google Scholar
• Swanson, D. M. (2010). Inspiriting a disembodying of the “dream of a single logic”: A response to Elizabeth Mowat and Brent Davis. Complicity: An International Journal of Complexity and Education, 7(1), 52–56.
   Google Scholar
• Swanson, D. M. (2013). Neoliberalism, education and citizenship rights of unemployed youth in post-apartheid South Africa. Sisyphus – Journal of Education, 1(2), 194–212.
   Google Scholar
• Swanson, D. M. (2020). Critical Global Citizenship Education: Some guiding principles for engaging with CGC projects/practices/initiative. [Paper presentation]. Education, Inequality and Critical Global Citizenship: Local Realities – Global Contexts Seminar, Stirling, United Kingdom. https://www.stir.ac.uk/research/hub/publication/1728407#details
   Google Scholar
• Swanson, D. M., & Gamal, M. (2021). Global Citizenship Education/Learning for Sustainability: Tensions, ‘flaws’, and contradictions as critical moments of possibility and radical hope in educating for alternative futures. Globalisation, Societies and Education, 19(4), 456–469.
   Web of Science ®Google Scholar
• Swanson, D. M., & Pashby, K. (2016). Towards a critical global citizenship? A comparative analysis of GC education discourses in Scotland and Alberta. Journal of Research in Curriculum and Instruction, 20(3), 184–195.
   Google Scholar
• United Nations Educational, Scientific and Cultural Organization. (2017). Unpacking Sustainable Development Goal 4 Education 2030.
   Google Scholar
• Valero, P. (2008). Discourses of power in mathematics education research: Concepts and possibilities for action. PNA, 2(2), 43–60.
   Google Scholar
• Valero, P. (2014). Cutting the calculations of social change with school mathematics. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Vol. 1, pp. 73–77). Vancouver: PME.
   Google Scholar
• Walker, M., & Martinez-Vargas, C. (2020). Epistemic governance and the colonial epistemic structure: Towards epistemic humility and transformed South-North relations. Critical Studies in Education. Advance online publication.
   PubMed Web of Science ®Google Scholar
• Westheimer, J., & Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 41(2), 237–269.
   Web of Science ®Google Scholar