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008 231017s2023 gw sb 001 0 eng d
010 _a 2023031387
020 _a9789004682757
_q(electronic book)
020 _z9789004682740
_q(print)
024 7 _a10.1163/9789004682757
_2DOI
035 _z(OCoLC)1393657413
040 _aNL-LeKB
_cNL-LeKB
_erda
041 _aeng
050 4 _aLB2322.2
072 7 _aEDU
_x000000
_2bisacsh
072 7 _aJN
_2bicssc
082 0 4 _a378/.01
_223
100 1 _aBoyd, Nicole,
_eauthor.
245 1 0 _aDecolonising Mathematics Education :
_bTransforming Pedagogy alongside First Peoples of Remote Australia /
_cNicole Boyd.
246 3 _aTransforming Pedagogy alongside First Peoples of Remote Australia
264 1 _aLeiden ;
_aBoston :
_bBrill,
_c2023.
264 4 _c©2023
300 _a1 online resource (212 pages) :
_billustrations.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_2rdacarrier
490 1 _aAnti-colonial Educational Perspectives for Transformative Change ;
_v14
490 1 _aEducational Research E-Books Online, Collection 2023
504 _aIncludes bibliographical references and index.
505 0 _tPreliminary Material /
_rNicole Boyd -- Copyright page /
_rNicole Boyd -- Dedication /
_rNicole Boyd -- Acknowledgements /
_rNicole Boyd -- List of Figures and Tables /
_rNicole Boyd -- List of Abbreviations /
_rNicole Boyd -- About the Author /
_rNicole Boyd -- Chapter 1 Introduction /
_rNicole Boyd -- Chapter 2 Validating Indigenous Pedagogies in Mathematics Education /
_rNicole Boyd -- Chapter 3 Embedding Living Stories in Mathematics Education /
_rNicole Boyd -- Chapter 4 Preferencing Utopia Eastern Anmatyerr and Alyawarr Voice in Pedagogy /
_rNicole Boyd -- Chapter 5 The Goompi Model /
_rNicole Boyd -- Chapter 6 Narrative /
_rNicole Boyd -- Chapter 7 Theory of Social Change /
_rNicole Boyd -- Chapter 8 Future Generations /
_rNicole Boyd -- Glossary /
_rNicole Boyd -- Index /
_rNicole Boyd.
520 _aFirst Peoples living in remote Australia are educated in two worlds. The future of bush food enterprises in outstations in Utopia depends on the successful transfer of intergenerational knowledge. High school girls respectfully inquire about how to harvest and process important cultural materials from country. Students, senior women and young men strengthen their connections to self, kinship and culture and share responsibility to care for country. Careful collaboration with First Nations people creates opportunities to provide mathematics education which complements and is informed by the work that already exists in the local school community. Consultation with assistant teachers, students, and other community members creates opportunities to validate Indigenous pedagogies in mathematics education. Decolonising Mathematics Education explores and responds to student interest in managing and harvesting akatyerr (desert raisin). Transforming pedagogy enables the students to respond more broadly to the needs of Utopia Eastern Anmatyerr and Alyawarr people to price and sell this important bush food. Income generated from the enterprise is modest, however the skills of a small start-up business have been applied to many learning opportunities that exist in the local community.
546 _aEnglish
588 _aDescription based on print version record.
650 0 _aEducation and globalization.
650 0 _aEducation, Higher
_xAims and objectives.
650 0 _aEducational change.
776 0 8 _iPrint version:
_tDecolonising Mathematics Education : Transforming Pedagogy alongside First Peoples of Remote Australia.
_dLeiden ; Boston : Brill, 2023.
_z9789004682740
_w(DLC) 2023031386
830 0 _aAnti-colonial Educational Perspectives for Transformative Change ;
_v14.
830 0 _aEducational Research E-Books Online, Collection 2023.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1163/9789004682757
999 _c25217
_d25217