Los inmigrantes negros africanos en primer plano en la investigación sobre educación matemática




Palabras clave:

Educación Matemática Critica, inmigrantes africanos, juventud negra, conocimiento indígena africano


Por lo general, la investigación sobre la educación matemática de los jóvenes y la población negra se ha centrado en gran medida en sus experiencias matemáticas en el contexto de Estados Unidos, con especial atención a las cuestiones de raza/racismo, equidad y justicia social. Si bien estos estudios son importantes y han contribuido a nuestra comprensión de las experiencias de escolarización de los jóvenes negros, hay una escasez de investigaciones específicas sobre las experiencias de aprendizaje de las matemáticas de los jóvenes inmigrantes negros africanos. En este artículo, utilizando la duoetnografía, analizamos nuestros proyectos anteriores con jóvenes y familias inmigrantes negroafricanos para abogar por más matices en las lentes teóricas y metodológicas a la hora de trabajar con esta población.


Cargando métricas ...


Los datos de descargas todavía no están disponibles.


Abdi, A. A. (2002). Culture, education, and development in South Africa: Historical and contemporary perspectives. Westport, CT & London: Bergin & Garvey.

Asante, M. K. (1990). Kemet, Afrocentricity and knowledge. Trenton, NJ: Africa World Press.

Boutte, G., Johnson, G., & Muki, A. (2019). Revitilization of indigenous African

knowledges among people in the African diaspora. In L. L. Johnson, G. Boutte, G. Greene, & D. Smith (Eds.), African Diaspora Literacy: The Heart of Transformation in K–12 Schools and Teacher Education (pp. 13–42). Lanham: Maryland.

Bullock, E. C. (2018). Intersectional analysis in critical mathematics education research: A response to figure hiding. Review of Research in Education, 42(1), 122-145.

Chilisa, B. (2020). Indigenous Research Methodologies. Sage.

Dei, G. J. S. (1994). Afrocentricity: A cornerstone of pedagogy. Anthropology & Education Quarterly, 25(1), 3-28.

Dei, G. S. (2012). Indigenous anti-colonial knowledge as ‘heritage knowledge’ for

promoting Black/African education in diasporic contexts. Decolonization: Indigeneity, Education & Society, 1(1).

Gholson, M. L., & Wilkes, C. E. (2017). (Mis) taken identities: Reclaiming identities of the “collective Black” in mathematics education research through an exercise in Black specificity. Review of Research in Education, 41(1), 228-252.

Giroux, H.A. (2005). Border crossings: Cultural workers and the politics of education, New York, NY: Routledge.

Greene, G. (2019). A call for “work woke” educators: Actuating diaspora literacy to raise critical consciousness. In L. L. Johnson, G. Boutte, G. Greene, & D. Smith (Eds.), African Diaspora Literacy: The Heart of Transformation in K–12 Schools and Teacher Education (pp. 91–106). Lanham: Maryland.

James, C. E., & Turner, T. (2017). Towards race equity in education: The schooling of

Black students in the Greater Toronto Area. Toronto, Ontario, Canada: York University.

Kiramba, L. K., Onyewuenyi, A. C., Kumi-Yeboah, A., & Sallar, A. M. (2020). Navigating multiple worlds of Ghanaian-born immigrant adolescent girls in US urban schools. International Journal of Intercultural Relations, 77, 46-57.

Martin, D. (2012). Learning mathematics while Black. The Journal of Educational Foundations, 26(1–2), 47–66.

Mkabela, Q. (2005). Using the Afrocentric method in researching indigenous African culture. The qualitative report, 10(1), 178-189.

Mwangi, C. A. G. (2014). Complicating Blackness: Black immigrants & racial positioning in US higher education. Journal of Critical Thought and Praxis, 3(2).

Ndlovu‐Gatsheni, S. J. (2015). Decoloniality as the future of Africa. History Compass, 13(10), 485-496.

Ndlovu-Gatsheni, S. J. (2018). The dynamics of epistemological decolonisation in the 21st century: Towards epistemic freedom. Strategic Review for Southern Africa, 40(1), 16-45.

Norris J (2017) Duoethnography. In: Given LM (ed.) The SAGE Encyclopedia of

Qualitative Research Methods. Thousand Oaks, CA: SAGE Publications, 233–36.

OECD (2022). Mathematics performance (PISA) https://data.oecd.org/pisa/mathematics-performance-pisa.htm

Okeke-Ihejirika, P., Yohani, S., Muster, J., Ndem, A., Chambers, T., & Pow, V. (2020). A scoping review on intimate partner violence in Canada’s immigrant communities. Trauma, Violence, & Abuse, 21(4), 788-810.

Osibodu, O. (2020). Embodying Ubuntu, invoking Sankofa, and disrupting with Fela: A co-exploration of social issues and critical mathematics education with Sub-Saharan African youth (Publication No. 27962619) [Doctoral dissertation, Michigan State University]. ProQuest Dissertations Publishing.

Osibodu, O. (2022). Researcher don’t teach me nonsense: Engaging African decolonial practices in a critical mathematics education project. In C. Burkholder, F. Aladejebi, & J. Schwab-Cartas (Eds.), Facilitating community research for social change: Case studies in qualitative, arts-based, and visual research (pp. 48-62). Routledge.

Parekh, G. (2013). Structured pathways: An exploration of programs of study, school-

wide, and in-school programs as well as promotion and transference across secondary schools in the Toronto District School Board (No. 13/14, p. 03). Research report.

Patel, L. (2016). Decolonizing educational research: From ownership to

answerability. Routledge.

People for Education (2014). A progress report on anti-racism policy across. Retrieved from Canadahttps://peopleforeducation.ca/report/a-progress-report-on-anti-racism-policy-across-canada/

Raisinghani, L. & Yaro, K. (2021). Living, learning, and teaching to (re)learn: What is responsive education? In T. A. Flower, & W. S. Allen (Eds.), Duoethnographic encounters: Opening spaces for difficult dialogue in times of uncertainty (pp. 33-48). New York, USA: DIO Press.

Reviere, R. (2001). Toward an Afrocentric research methodology. Journal of Black Studies, 31(6), 709-728.

Rose, H., & Montakantiwong, A. (2018). A tale of two teachers: A duoethnography of the realistic and idealistic successes and failures of teaching English as an international language. RElC Journal, 49(1), 88-101.

Schroeter, S., & James, C. E. (2015). “We’re here because we’re Black”: the schooling experiences of French-speaking African Canadian students with refugee backgrounds. Race Ethnicity and Education, 18(1), 20-39.

Smith, L. T. (1999). Decolonizing methodologies: Research and Indigenous people. London: Zed Books.

Statistics Canada (2019). Diversity of the Black Population in Canada: An Overview. Retrieved from: https://files.eric.ed.gov/fulltext/ED605380.pdf

Tutu, D. (2000). No future without forgiveness. New York, NY: Random House.

Ukpokodu, O. N. (2018). African immigrants, the “New Model Minority”: Examining the reality in US K-12 schools. The Urban Review, 50, 69-96.

Wilson-Forsberg, S., Masakure, O., Shizha, E., Lafrenière, G., & Mfoafo-M’Carthy, M. (2020). Disrupting an imposed racial identity or performing the model minority? The pursuit of postsecondary education by young African immigrant men in Southern Ontario, Canada. Race Ethnicity and Education, 23(5), 693-711.

Wilson, S. (2008). Research is ceremony: Indigenous research methods. Black Point,

Nova Scotia: Fernwood.

Yaro, K. (2015). Parental involvement in children's mathematics learning: a case of a

rural community, Ghana (Masters thesis, University of British Columbia).

Yaro, K. (2021). Understanding African immigrant families’ support for their

children’s mathematics learning in Canada (Doctoral dissertation, University of British Columbia).




Cómo citar

Osibodu, O., & Yaro, K. (2023). Los inmigrantes negros africanos en primer plano en la investigación sobre educación matemática. Prometeica - Revista De Filosofía Y Ciencias, (27), 803–812. https://doi.org/10.34024/prometeica.2023.27.15382
##plugins.generic.dates.received## 2023-07-13
##plugins.generic.dates.published## 2023-07-27

Artículos similares

> >> 

También puede {advancedSearchLink} para este artículo.