De/Mathematising the Political in Mathematics Education: A De/Postcolonial Critique

Abstract

Various interpretations have been given to the double gesture of de/mathematising in relation to a variety of social thematic contexts demarcating ‘the political’ in mathematics education. By way of theoretical intervention, we offer the beginnings of a de/postcolonial critique in response to such programmes of work, while recognising the important contributions they have made to advancing complex political approaches to mathematics education as a pedagogic praxis. Social thematic approaches of de/mathematising have promoted ways of envisioning mathematical activity and agency. Our critique is both celebration of these diverse initiatives, as well as, a way of moving these conversations forward in newer, alternative, politico- epistemological directions. In a dialogue amongst us, based on our previous works, we reconsider 'the political' in mathematics education through a de/postcolonial critique.