How Mathematics as Storytelling challenge Eurocentric mathematics education

Abstract

This paper argues that critical studies in education must meaningfully engage with Indigenous scholarship, Global South theory (Connell, 2007; Santos, 2014) and epistemologies beyond the Eurocentric canon. Drawing on Nakata’s (2007) Cultural Interface and the Goompi Model (Matthews, 2020a), we propose a framework for integrating these diverse knowledge systems into educational discourse. The study adopts methodologies that centre Indigenous scholarship and Global South perspectives, privileging codesigns, community leadership and contextualised research practices that challenge dominant Eurocentric paradigms. We contend that such integration advances epistemic justice and enriches critical e..