Culturally Relational Education In and With an Indigenous Community

Authors

  • Dwayne Donald University of Alberta
  • Florence Glanfield University of Alberta
  • Gladys Sterenberg University of Alberta

DOI:

https://doi.org/10.37119/ojs2011.v17i3.73

Keywords:

research, mathematics education, culturally relational education, Indigenous philosophy, Indigenous knowledge

Abstract

The unfolding of our work with Eagle Flight First Nation prompts us to reflect deeply on what it means to do research in and with an Indigenous community.  This paper presents three stances that we considered when invited to “do research” in an Indigenous community around mathematics education: a mathematically deficit response, a culturally deficit response, and a culturally relational response.  By considering the meaning of culturally relational education as co-researchers alongside the community councillors, school staff, and children, we are seeking to honour meaningful engagements with Indigenous philosophies and knowledge systems as they are understood and lived by all in relation.

Keywords: research; mathematics education; culturally relational education; Indigenous philosophy; Indigenous knowledge

Author Biography

Florence Glanfield, University of Alberta

Dr. Florence Glanfield is currently Associate Chair and an Associate Professor in the Secondary Education, Faculty of Education, University of Alberta. She is an Adjunct professor in the College of Education at the University of Saskatchewan, and an Affiliated Faculty member with the Centre for Research for Teacher Education and Development at the University of Alberta. She earned her PhD in 2003 from the department studying mathematics teacher understanding.

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Published

2013-01-08

Issue

Vol. 17 No. 3 (2011): Autumn 2011 Special Issue: [Indigenous Education] in education

Section

Articles

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