The contribution of Indigenous knowledges to transformative education agendas: exploring potentiality in mathematics

This thesis documents a journey of coming to know through and with Indigenous ways of knowing, for a non-Indigenous PhD student within the Indigenous mathematics education space.

Whilst the thrust of the PhD work within this project has been focused on understanding concepts of ‘equity’ and social justice for Indigenous learners in mathematics education in Australia, the researcher’s personal journey of coming to know Self, and connections to others and Country, stands alongside and supports this journey in ways felt to be significant, and worth sharing in the context of the work. Amber would like to invite the reader to share and reflect on what it is for non-Indigenous researchers and educators to engage with Indigenous ways of knowing, and how this elucidates new possibilities within broader contexts of mathematics education.

This work contributes to discourses around decolonisation of disciplinary and systemic structures, such as mathematics education, and brings new understanding to the ways we can begin imagining new, transformative education futures in which Indigenous knowledges are central.