Call for special issue focused on the European Context

In the last decades, social, cultural and political dimensions are playing an increasing role in educational research. These approaches try to provide a critical vision of what mathematics education is, how it affects the educational community, what are the main challenges that currently arise and how it can contribute to solving the problems of a globalized world.

Ethnomathematics from its beginning challenged mathematics knowledge itself, as it was expressed through numerous false dichotomies – for example, ‘practical, everyday knowledge’ versus ‘abstract, theoretical knowledge;' ‘Western/European’ and ‘non-Western’ mathematical practices; ‘school mathematics’ and ‘folk mathematics.’ Furthermore, Ethnomathematics emerged as a challenge to eurocentrism—as a way to repair the consequences of colonization. In this early phase Ethnomathematics operated as a response to problems faced by oppressed people in Latin America, Africa, and other colonies or former colonies as experienced and promulgated by institutions of education — and especially, Mathematics Education. In the European context, Ethnomathematics developed later, likely as a consequence of its origins in direct confrontation with the domination of western mathematics; the current situation in Europe, characterized by population movements (refugees, migrants) and increasing attention to multicultural complexities of modern society, places colonialism at the forefront of research and practice, despite a common assumption that colonization is a thing of the past. Structures of inequity and hierarchy that preserve forms of power and authority continue to permeate most every aspect of life (culture, politics, economics, etc.), and mathematics education in Europe has in this respect found itself increasingly in need of techniques and strategies that can help to untangle and respond to these structures as part of ongoing research, policy and practice.

The goal of the proposed special issue is twofold: on the one hand, to call attention to the research in Europe centered in the development and application of Ethnomathematics, and in general to explicate political and cultural dimensions of (mathematics) education; on the other hand, to foster more Ethnomathematics development and application in European mathematics education research. So, we invite proposals for articles that relate to cultural and political aspects of (mathematics) education that engage with an Ethnomathematics perspective.

The abstracts should be up to 500 words, and should include the following:

• Title of the paper and the names and affiliations of authors
• A short description of the conceptual framework (in case it is about a research paper) or the basic axes of theory (in case it is about a theoretical paper
• An outline of the study, design and implementation of the research (e.g. setting of the research), findings (even preliminary)
• Key words (up to 7)

Language of submission: English, Spanish and Portuguese.

Deadline for abstract: 30th April 2021, send it to: veronica@etnomatematica.org and hastath@uth.gr

Deadline for submission of complete article: 15th of September 2021, by the journal platform: https://www.revista.etnomatematica.org/index.php/RevLatEm/submission/wizard

Information and instruction for authors:

https://www.revista.etnomatematica.org/index.php/RevLatEm/information/authors

Invited editors for this special number: Veronica Albanese (University of Granada, Spain), Charoula Stathopoulou (University of Thessaly, Greece)