Decolonizing mathematics education by disrupting power through the 4 Rs of Indigenous research

Abstract

Many mathematics teachers in Canada are searching for ways to decolonize their teaching practice and include Indigenous epistemologies and pedagogies in their classroom. Unfortunately, these same mathematics teachers struggle to find practical ways to do this decolonizing work that do not reduce complex Indigenous cultural phenomena to simplistic, and often tokenistic, textbook questions. In this thesis, inspired by the 4 Rs of Indigenous Research (respect, responsibility, relevance, and reciprocity), I present and enact a 4 Rs pedagogical framework composed of theoretical approaches (outcomes) and practical teacher actions (indicators). Instead of focusing on lesson topics/standards, my framework focuses on shifts in pedagogical actions, designed to support my ongoing journey to decolonize my daily teaching practice. As I aimed to decolonize my practice by disrupting power dynamics and strengthen classroom relationships, my primary aim in this research is to understand the value of my 4 Rs framework for my own professional growth. By thematically analyzing my personal journaling, anonymous student questionnaires, and critical friend observations, several semantic and latent themes emerged. The semantic themes are noticeable student voice and choice, comfortability between the teacher and students, and the powerful use of stories to engage in mathematics. The latent themes presented and discussed here are teacher anxiety related to time and the positive effects of blurring the lines between producers and consumers. Based on these thematic findings, I conclude that the 4 Rs pedagogical framework can be a valuable professional growth tool for mathematics teachers who want to work towards decolonizing their teaching by disrupting power and strengthening classroom relationships.