On Processes of Coloniality and Decoloniality of Knowledge: Notions for Analysing the International History of Mathematics Teaching

Autor/in	Schubring, Gert
Titel	On Processes of Coloniality and Decoloniality of Knowledge: Notions for Analysing the International History of Mathematics Teaching
Quelle	In: ZDM: Mathematics Education, 53 (2021) 7, S.1455-1469 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schubring, Gert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-021-01261-2
Schlagwörter	Politics of Education; Mathematics Education; Educational History; Global Approach; Public Education + Suchen Sie Ihr Suchwort? Educational policy; Bildungspolitik; Mathematische Bildung; History of education; Bildungsgeschichte; Globales Denken; Öffentliche Erziehung
Abstract	The aspiration of this paper is to develop a novel approach towards investigating the socio-political history of mathematics teaching in educational systems. Traditionally, historical studies are confined to just one country, the author's country. Broader approaches address international developments by confronting and comparing global and local aspects--revealing general patterns and more specific 'local' structures and characteristics. Yet, already in antiquity and medieval times, the specific characteristic of mathematics teaching, namely to operate at the crossroads of general education and vocational training, proved to be intimately tied to the functioning of the particular political system. In pre-modern times, however, a truly international pattern emerged for the first time: European powers conquered, occupied and colonised overseas regions. Given that educational systems were emerging at the same time within these states, they often transmitted elements of these structures to their colonies. This phenomenon included mathematics, and the history of its teaching is analysed here as a part of coloniality. It is shown that this was not a uniform process, and the differences between the various colonial powers are discussed. The involvement of mathematics in the process of decolonisation is addressed, as well as its role in the tension between continued coloniality and movements of decoloniality. Finally, the general framework provided for studying socio-political processes connected with establishing mathematics teaching within public educational systems is applied, in order to analyse recent coloniality practices effected by international achievement studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01