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Friday, November 2, 2018 at 11:15am to 1:10pm
In the era of Trump, we have seen renewed and explicit policies and practices aimed to further dehumanize historically marginalized communities. Indigenous peoples will note their own histories of family separations, displacements from homelands, and assimilationist tactics through formalized education. Indigenous educators and researchers have sought to assert tribal sovereignty by reclaiming curricula and pedagogical practices in efforts to revitalize culture, language, land, and identity. Such conversations bear resemblance to conversations regarding equity among mathematics educators and mathematics education researchers. Mathematics education researchers have criticized long-standing practices in mathematics education that not only strips the humanistic elements of mathematics, but strips students of their identities entirely. These critiques are often intertwined with discourses of power in mathematics education. This talk will explore parallels between efforts towards tribal sovereignty through education in Indigenous communities and discourses in mathematics education calling rehumanizing mathematics and mathematics education. I argue that if Indigenous peoples are to realize education as a tool for empowerment and resistance, we must examine both the gatekeeper and empowering roles of mathematics in the current educational system.