A Study of Ethnomathematics as a Decolonial Practice within School Governance in an Indigenous Educational Context

Resumo

This conceptual research explores the role of ethnomathematics as a decolonization tool in the restructuring of governance in the Indigenous learning environments. With the decolonial theory, Indigenous epistemologies, and critical policy analysis as a background, this paper details how the institutional arrangements in Indian schools can hinder or support the integration of culturally situated mathematical knowledge. Ethnomathematics is not only viewed as a didactic tool but an epistemic power that disrupts the colonialist grounds of curriculum, leadership, and administrative policy. To present this argument, the study constructs the conceptual framework that is supplied with the empirical vignettes, comparative cases, and theoretical synthesis. The analysis suggests a radicalized paradigm, such as culturally sustaining governance, which re-visions the decision-making in the school. The study also speculates on the possibility of tribal learning in India with the use of community rule and online decolonial technology. Its findings highlight the idea that it is important to instill ethnomathematical thinking into governance to ensure epistemic justice, pluralistic, locally-relevant, and inclusive schooling, and promote the rights to education among the Indigenous learners.

Dados da obra

Tipo

Artigo

Periódico

Educational Administration Theory and Practice

Editora

Green Publication

Ano

2024 (2024-06-11)

Idioma

en

Palavras-chave

ethnomathematics; decolonization; school governance; indigenous education; Indian schools; Indigenous epistemologies; epistemic justice; community rules; inclusive education

Temas

Currículo, Etnomatemática, Inclusão, Tecnologias Digitais

DOI

10.53555/kuey.v30i6.10377

Acesso

Download disponível

Fontes

Crossref; OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026