Aboriginal Perspectives on Social Justice Within Mathematics Education: a Habermasian Curriculum

ABORIGINAL PERSPECTIVES ON SOCIAL JUSTICE WITHIN MATHEMATICS EDUCATION: A HABERMASIAN CURRICULUM RECONCEPTUALISATION

Amber Hughes

University of Newcastle, Callaghan

INTRODUCTION

This paper outlines the intentions and philosophical underpinnings of an interpretative hermeneutical inquiry designed to explore and intercept the positioning of Aboriginal systems of knowledge within dominant educational structures, such as the mathematics curriculum, and the associated conceptions of socially just outcomes for Aboriginal students that are being centered within such approaches.

It may be useful to define what is implied by the term ‘curriculum’ within this context; as one must acknowledge the fact that constructs of curriculum are multifaceted and complex (Adamson & Morris, 2007). In essence, this project will predominantly be looking at curriculum as classical heritage, as questions relating to what might be considered legitimate and powerful forms of knowledge play a central role in the development of curricula for mathematics (D’Ambrosio, 2007; Lesser & Blake, 2007; Robertson & Dale, 2006).

Also under investigation are the goals embedded within approaches to mathematics education for Aboriginal students, and therefore an exploration of the concept of socially just outcomes for Aboriginal students within the study of mathematics (Larnell, Bullock, & Jett, 2016). Therefore, conceptions of curriculum as social utility and planned learning are also pertinent to this inquiry, as these may account for an analysis of the larger goals of education (Adamson & Morris, 2007).

CHAPTER OUTLINE AND METHODS

1. Outline and justification of overarching Habermasian methodology

Ultimately, this project will resolve in a critical, self-reflective analogy on the part of the inquirer, about the positioning of Aboriginal forms of knowledge within dominant mathematics curriculum, and the conceptions of socially just outcomes for Aboriignal students being prioritised within such approaches.

This critical reflectivity will be facilitated through a combination of both analytical and interpretative investigations, which examine the ‘facts’ of the context from the perspective of key documents, policies, systems, and structures; while also tending to an interpretation of the context from the perspective of a people who are deeply embedded within it (i.e. Aboriginal network affiliated with the Aboriginal Education and Consultative Group, Newcastle) (Lovat, 2013; Hernandez-Rodriguez, 2013). The knower therefore, must function as a facilitator and negotiator of multiple interpretations and perspectives, in order that a more critical rendering of the potentialities implicit within the context is shaped (Agrey, 2014; Lovat, 2013; Martin, 2014). This project essentially asks not ‘what is being done?’ but rather, ‘what could be done’? in terms of redefining and reshaping the direction of mathematics education for Australian Aboriginal students (Skovsmose & Borba, 2004).

This implicit layering of understanding emerges throughout the project in the following manner:

a.  Empirical/analytical understanding generated through reflection upon the ‘facts’ of the current situation: i.e. what is happening in Australian mathematics education with regards to the placement of Aboriginal epistemological perspectives, and the construction of conceptions of socially just outcomes for Aboriginal students?

b.  Interpretative/hermeneutical understanding employed through an exploration of an imagined, or preferable situation through the perspectives of a particular Aboriginal network/community; with emphasis on the positioning of Aboriginal systems of knowledge within dominant mathematics curriculum.

c.  Critical, self-reflective appraisal of both the current context and the imagined/preferred situation; identifying threads of possibility within the current context; and the factors that need to be considered in order to manifest such possibilities.

2.  Exploration of the current situation

This, the first level of Habermasian analysis looks at the empirical, factual reality currently being faced within mathematics education in Australia, and with particular reference to Aboriginal students within the current mathematics education hegemony (Guenther, Disbray, & Osborne, 2015; Lovat, 2013; Martin, 2014; Meany & Evans, 2014; Sarra, Matthews, Ewing, & Cooper, 2011; Williams & AANSW, 2011).

A systematic document analysis focusing on key curriculum and policy documents relevant to Aboriginal students within mathematics education will give some detail of the political, economic, and sociocultural issues of relevancy to the topic, and will examine the goals of education in relation to Aboriginal students within dominant mathematics curriculum and policies.

To this end, content coding and thematic analysis may serve as the methodological tool to develop these foundational understandings; and as such, provide a platform for further discourse within this space (Bowen, 2009; Creswell, 2015).

3.  Expanded discourse analysis

This component of the interpretative/hermeneutical phase is an extension of the systematic document analysis outlined in chapter 2; however specifically addresses the central terms ‘mathematics’ and ‘social justice’ respectively within the discourse. Employing a Foucauldian analytical lens, these terms and their associated meanings will be more closely examined through the existing literature, and unpacked against a backdrop of Foucault’s foundational principles of ‘truth’ and ‘knowledge’; and ‘social justice’ and ‘order’(O’Farrell, 2005).

It is intended that notions of truth and knowledge will be the conduit through which ideologies around the functioning and construction of mathematics as a discipline within the particular context may emerge, while the concepts of social justice and order might more readily be employed to begin to critique the underlying ‘goals’ and objectives of education at large, to support and provide for the needs of Aboriginal students (D’Ambrosio, 2007; Larnell, Bullock, & Jett, 2016; Meany & Evans, 2012; Sullivan, 2011).

In essence, what is being sought here is a theoretical and philosophical understanding of the relations between different forms of truth and knowledge being prioritized within this space (as indicated through an examination of the term ‘mathematics’); and the notions of social justice and order that are being emphasized and articulated within these discourses (indicated by constructions of outcomes deemed socially just for Aboriginal students) (Kollosche, 2015; O’Farrell, 2005).

4.  Hermeneutical, interpretative inquiry

This empirical phase of the project seeks to engage in a dialogue with a particular network/community of Aboriginal people within the Newcastle area (i.e. a branch of the Aboriginal Education Consultative Group). The central areas of exploration are the participant’s perspectives and beliefs about socially just outcomes for Aboriginal students within the study of mathematics (i.e. the goals of mathematics education); together with the construction of a shared understanding about a preferred, or ‘ideal’ positioning of Aboriginal forms of knowledge within dominant mathematics curriculum. Participants will be given opportunities to collaboratively construct understandings around the place of Aboriginal knowledge’s within mainstream curriculum; not limited to that as they are situated currently, but rather imagined as to how they ‘could’ be situated, if the curriculum were indeed a site for some form of transformative education for social justice (Hernandez-Rodriguez, 2013; Skovsmose & Borba, 2004).

Here lies the rationale for adoption of this particular theoretical and philosophical approach within this research, as the underlying premise of Habermasian theory is grounded in the balancing of power and engagement of participants in the production of new understandings, interpretations, and indeed, knowledge (Agrey, 2014; Lovat, 2013). Each participant and constituent will have their own unique perspectives, histories, and experiences which they bring to the space; adding to the complexity and richness of the meanings that unfold throughout the inquiry. The researcher therefore cannot arrive in such a context with pre-determined agendas, but must be completely open to the negotiation of agendas and goals within this space – ensuring the most authentic engagement with differing forms of knowledge (Agrey, 2014).

In addition to the yarning circles/focus groups being implemented throughout this phase, a series of one-to-one hermeneutical conversations with key players in Aboriginal education discourses might also enable a deeper form of reflection upon the main understandings generated throughout the initial hermeneutical phase of the inquiry with Aboriginal community. The development of overarching themes and conceptions around socially just outcomes for Aboriginal students within mathematics curriculum will provide a foundation from which to engage in more extended conversations with these individuals. This strategy not only ensures a cross-sectional analysis of the data; but also helps to strengthen and validate any findings that may evolve from the initial investigation (Creswell, 2015).

Although this methodology is not historical as such, it does open analogy and interpretation to levels of historicism inherent within the constituents lived experience (Agrey, 2014; Hernandez-Rodriguez, 2013). For these reasons, this methodology provides a more holistic means of interpretation of the concepts being explored, and one, which might be considered more culturally sensitive and empowering for those involved in the process (Agrey, 2014; Wright, Lloyd, Suchet-Pearson, Burarrwanga, Maaelena, & Bawaka Country, 2012a, b).

5.  Critical self-reflective appraisal

Ultimately, a critical, self-reflective appraisal of current approaches to mathematics curriculum for Aboriginal students will be the objective of this phase of the project, through a comparative analysis of the findings from both the technical/analytical, and interpretative/hermeneutical phases (Lovat, 2012; Skovsmose & Borba, 2004).

In essence, what will be under scrutiny is the appropriateness of current approaches in addressing the specific needs, goals, and aspirations of Aboriginal students within the study of mathematics; through an analysis of the underlying ‘goals’ of the curriculum, and their constructions of socially just outcomes for Aboriginal students (Larnell, Bullock, & Jett, 2016; Martins, 2014; Meany & Evans, 2012).

Furthermore, the nature of inclusion of Aboriginal forms of knowledge will be contrasted to those espoused by community in their ‘preferred’, or ‘imagined’ constructs; so as to gauge a sense of how appropriately and sensitively Aboriginal systems of knowledge are currently being positioned within dominant curriculum (Williams & AANSW, 2011). This essentially denotes a form of epistemological inquiry; through which divergent forms of knowledge construction, communication, and valuing, are being summoned within some larger analogy of what could be a more socially just landscape in mathematics curriculum (Kollosche, 2015).

Drawing from theory around curriculum development and ideologies (Adamson & Morris, 2007; Skovsmose & Borba, 2004), this chapter will resolve in a discussion of possible directions in the ways we conceptualise curriculum and pedagogy in ways which are not merely subservient to dominant conceptions of truth, knowledge, and socially just educational outcomes (O’Farrell, 2005; Meany & Evans, 2012; Williams & AANSW, 2011).

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