Page 412 - Cultural Studies of Science Education

33 “What Is Ours and What Is Not Ours?” 387

inclusive space that may help to incorporate multiple knowledge systems in math-
ematics education programs.
The second section begins with Bal’s composite story of his interactions with
professors who subscribe to the philosophy of foundationalism as an orienting
perspective of mathematics education programs. Via an open letter to the story
character, Dr. Authority, we deconstruct the disempowering posture of foundation-
alism, especially its ideological and epistemological contribution towards decon-
textualism as an exclusive and invisible framework for mathematics education.
More so, we explore possibilities for challenging an extreme form of foundationalism
by introducing a healthy scepticism that opens up a space for conceiving a peda-
gogical vision of cultural inclusivity in which local and global knowledge systems
can flourish interdependently.
This process of writing as inquiry (Richardson and St Pierre 2005) draws on a
range of contemporary theories of education – philosophy of mathematics, postco-
lonialism, transformative education – for illuminating the decontextualised pos-
ture of mathematics education in Nepal. We apply fallibilistic views of the
philosophical nature of mathematics to challenge the longstanding absolutist view
embedded in mathematics education. Postcolonialism, a complex discourse useful
for generating an inclusive and justice-oriented vision for education in transitional
societies, enables us to explore competing political interests and perspectives,
thereby working towards an inclusive vision of culturally contextualised mathe-
matics education. Similarly, the theoretical perspective of transformative edu-
cation serves as a timely reminder to foreground the purpose of mathematics
education as the cultivation of selfhood and the development of full human capital
informed by multiple knowledge systems arising from people’s cultural practices
and aspirations.
***

FAREWELL TO UNHEALTHY GLOBALISATION:
IMAGINING AN INCLUSIVE GLOBALISATION

“Being There: We Need A Globally Justifiable Teacher Education!” –
Reminder of a Painful Moment(s)

“Namaste Sir,” I greet with a usual smile, “Are you available for our meeting,
now?”
“Oh..., we have a meeting? I have totally forgotten this,”bemused Dr. Director
admits his forgetfulness, looking at the photocopy machine purposelessly. “Sir, I
handed a document to you last week. Have you gone through it by any chance?”
I persuade Dr. Director to focus on the issue that I want to discuss with him.
We do not speak for about a minute as Dr. Director looks for the document. I sit
quietly, waiting for him to find my draft proposal for launching a 2-year mathemat-
ics teacher education program for secondary schoolteachers. “Well, yes I found it.
I have made some notes here, by the way. It means that I have gone through it. Give