Abstract
ABSTRACT We give an unconventional, mythopoetic response to the question of Why teach mathematics to all learners in school? In our work with pre-service teachers, we attempt to teach how to value the vulnerability of the multispecies world in a relational, anti-colonial way through passionate immersion, and to use mathematics education towards the ends of promoting its and our own (human) flourishing through taking on relationships of curatorial care. Our contribution includes the novel theoretical assemblage and elaboration of the metaphors of plot and curating as “medicine” [Doolittle, E. (2007). Mathematics as medicine – plenary lecture. In P. Liljedahl (Ed.), Proceedings of the 2006 CMESG Annual Meeting (17–25), Burnaby, BC, Canada.] for addressing challenging ethical questions for mathematics education [Karrow, D., Khan, S., & Fleener, Y. (2017). Mathematics education’s ethical relation with and response to climate change. Philosophy of Mathematics Education Journal, 32 (Special Issues on Mathematics Education and the Living World: Responses to Ecological Crisis). ISBN: 1465-2978.] of its ongoing relationship with the precarity produced by unexamined plantation commitments.
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