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The study addresses tensions around Indigenisation and “success” in education, arguing that Eurocentric framing can become a colonial practice that misaligns with teachers’ cultural identities. It highlights risks of Eurocentric colonisation of Indigenous worldviews and proposes that Indigenous knowledge is complete and should not be scrutinised through a Eurocentric gaze.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/failures-indigenising-school-mathematics-a-narrative-inquiry/594235/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/failures-indigenising-school-mathematics-a-narrative-inquiry/594235.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What methodology does the study use to examine Indigenising school mathematics?","Question",{"text":112,"@type":113},"The study uses a narrative inquiry methodology to explore tensions through discussions with three Cree elementary school teachers in a Cree bilingual school.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why do the authors question the way Indigenising school mathematics is framed?",{"text":117,"@type":113},"They argue that Indigenisation and notions of success in education can be Eurocentric, and that what is sometimes labeled Indigenising school mathematics may function as a colonial practice that does not support teachers’ cultural identities.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article describe risks to Indigenous worldviews?",{"text":121,"@type":113},"It states that Indigenous worldviews remain at risk of Eurocentric colonisation, especially when Eurocentric perspectives seek to identify, separate, extract, and categorize Indigenous knowledge under the guise of Indigenisation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594235,1792120313,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Failures Indigenising school mathematics: A narrative inquiry  \nStavros Georgios Stavrou and M. Shaun Murphy  \nDepartment of Educational Foundations, College of Education, University of Saskatchewan,  \n28 Campus Drive, Saskatoon, S7N 0X1, SK, Canada, email: [stavros.stavrou@usask.ca](stavros.stavrou@usask.ca)  \nWe use a narrative inquiry methodology to consider tensions surrounding Indigenising school mathematics. This research takes place in a Cree bilingual school in a Western Canadian prairie province conducted with three Cree elementary school teachers. We contemplate ways that:  \nIndigenisation and notions of success in education can be Eurocentric; what is sometimes taken-up under the label of Indigenising school mathematics can be a colonial practice that is not actually Indigenising school mathematics in ways that support or coincide with teachers’ cultural identities;  \nIndigenous worldviews are still at risk of Eurocentric colonisation; and Indigenous worldviews are complete and should not be scrutinised by the Eurocentric gaze.  \nKeywords: narrative inquiry, school mathematics, Indigenisation, Cree  \nIntroduction  \nWe acknowledge that we live and work on Treaty Six Territory, traditional lands of First Nations and homeland of the Métis peoples.  \nMy name is Stavros, and I have white-settler identity with Greek heritage on my father’s side, and French and Ukrainian heritage on my mother’s. I was born and raised in Saskatchewan, Canada. I currently work for the Department of Mathematics and Statistics, and in teacher education. Excerpts in this study are presented in my first-person voice.  \nMy name is Shaun. I have white-settler identity and was born on Treaty Six Territory in Alberta. I currently work on Treaty Six Territory in Saskatchewan, in teacher education. I was Stavros’s doctoral supervisor and came alongside to think with him about the experiences that shaped this article. This article is based on research that Stavros conducted during his now completed doctoral studies with three Cree elementary school teachers in a Western Canadian prairie province. His doctoral research wonder asked,“How do the experiences of Cree school teachers and a white Eurocentric mathematician shape the learning of school mathematics as we co-teach predominantly Cree children?”.  \nHis research wonder was motivated by government mandates of Indigenising Eurocentric school curriculum. We use the term “Eurocentric” and are aware that this term is a generalisation due to the vastness of Europe, but given that Canada was colonised by settlers from various European countries, this has influenced curriculum documents across Canada. Heleta (2016), in her work on higher education in South Africa, posited that curriculum at that level is “rooted in colonial, apartheid and Western worldviews and epistemological traditions…[and therefore] the curriculum remains largely Eurocentric  \nand continues to reinforce white and Western dominance and privilege”(p. 1) . This idea of curriculum located in ideas of Western (Eurocentric) dominance is a shaping influence on Canadian provincial curriculum guides. Continuing in this direction, this article includes discussions between Stavros and the teachers surrounding Indigenising school mathematics, and the meaning around Indigenous and Eurocentric worldviews of knowledge.  \nThe following concepts emerged from discussions in this study:  \n• Indigenisation and notions of success in education can be Eurocentric.  \n• What is sometimes taken-up under the label of Indigenising school mathematics can be a colonial practice that is not actually Indigenising school mathematics in ways that support or coincide with teachers’ cultural identities.  \n• Indigenous worldviews of knowledge are still at risk of Eurocentric colonisation when Eurocentric worldviews seek to identify, separate, extract and categorise Indigenous knowledge into subject areas under the guise of Indigenisation.  \n• Indigenous worldviews of knowl","cbCaijpXKUFKVHPx","https://ap.wps.com/l/cbCaijpXKUFKVHPx","pdf",271738,13,"English","# Introduction\n## Narrative inquiry and Indigenous research\n## Concepts emerging from discussions","[{\"question\":\"What methodology does the study use to examine Indigenising school mathematics?\",\"answer\":\"The study uses a narrative inquiry methodology to explore tensions through discussions with three Cree elementary school teachers in a Cree bilingual school.\"},{\"question\":\"Why do the authors question the way Indigenising school mathematics is framed?\",\"answer\":\"They argue that Indigenisation and notions of success in education can be Eurocentric, and that what is sometimes labeled Indigenising school mathematics may function as a colonial practice that does not support teachers’ cultural identities.\"},{\"question\":\"How does the article describe risks to Indigenous worldviews?\",\"answer\":\"It states that Indigenous worldviews remain at risk of Eurocentric colonisation, especially when Eurocentric perspectives seek to identify, separate, extract, and categorize Indigenous knowledge under the guise of Indigenisation.\"}]","Failures Indigenising school mathematics - A narrative inquiry | PDF",1792078776,33]