Indigenization, decolonization, and reconciliation in mathematics education

The aim of the study was to explore mathematics teacher educators’ views on indigenization, decolonization and reconciliation in Nepalese classroom context. Three universities teachers’ educators were selected purposively. A qualitative-interpretive inquiry was used as a research method to conduct in-depth semi-structured interviews with three teacher educators. The interview data was transcribed and read several times, for constructing themes and subthemes. The major themes of the study were: local mathematics in indigenous knowledge, indigenous for meaningful mathematical concept, indigenization for ownership of learning, decolonization as an empowerment, and reconciliation in the emerging context