Abstract

This article discusses a research project in which curriculum mathematics education in an Indigenous Māori school in Aotearoa/New Zealand was conceptualised as a site of struggle. A bricolage of concepts from the sociology of education and Māori knowledge was used to interpret ethnographic data from this school. Findings suggest that struggle derives from two conflicting ontological commitments about the nature of a person. Curriculum mathematics education carried with it a commitment to the person as a collection of official knowledge and associated interactional modes. The ethos of the school carried a commitment to the person as genealogically embedded unique being. Centring Māori ontological commitments. knowledge and people as the source of legitimation suggests the possibility that such schools could use Indigenous ontologies and their associated epistemologies to generate their own terms of engagement with, and Indigenous knowledge of, the discipline of mathematics itself.

摘要

本文讨论了一个研究项目，在该项目中，新西兰 Aotearoa 的一所土著毛利学校的课程数学教育被概念化为一个斗争场所。教育社会学和毛利知识的概念拼凑而成，用于解释这所学校的人种学数据。研究结果表明，斗争源于关于一个人的本质的两个相互冲突的本体论承诺。课程数学教育承诺将人视为官方知识和相关互动模式的集合。学校的精神承诺将人作为家谱嵌入的独特存在。以毛利人的本体论承诺为中心。