Mathematics Education Storylines and Cultures in Indigenous and Migrational Contexts

Abstract

In November 2022, we organised a conference where researchers, teachers, elders, doctoral students and prospective teachers from “all over the world” were invited to participate in conversations about mathematics education in Indigenous and/or migrational contexts. The conference took place in Alta, Northern Norway. In this area, Sami, Kven and Norwegian peoples live together side by side. This is often referred to as “the meeting of the three tribes.” The Sami and Kvens have their own history, traditions, cultures and languages, which have been partly absorbed into Norwegian traditions and cultures as a consequence of “effective” assimilation policy practices. Today, however, individuals are taking back their minority identities and there are ongoing processes of revitalising the languages. Within this context, the conference welcomed contributions to explore this complexity, as well as those experienced by minorities and migrants, in the mathematics classroom and in mathematics education. The articles in this double special issue are based on presentations and conversations at the conference. We thank Kaja Burt-Davies for her logistical help in organising the conference and the manuscript processes for the articles in this special issue.