Discursive practices as cultural cargo

Abstract

In this paper, I use photographs to illustrate mathematics education in the South Pacific, how with particular focus on tensions between indigenous mathematising and mathematical education, non-indigenous pedagogies of mathematics, and Pacific Island sociomathematical contexts. I explore the notion that Western discursive practices surrounding both mathematics and education may be viewed as “cargo” that deny the existence of indigenous Pacific Island mathematical knowledges, devalue existing indigenous Pacific Island teaching and learning modes, and construct children in Pacific Island countries as mathematically deficient. I explore recent innovations in mathematics education in the Pacific, and consider implications for the future in negotiating locally relevant, meaningful and empowering discursive practices in mathematics education in the region.