Filiberto Barajas-López

Drawing largely from my own engagement as an Indigenous educator with experiences in Indigenous and Non-Indigenous contexts for learning and teaching, the talk will address key moments of Indigenous resurgence and attend to critical tensions that can be generative to the field of mathematics education. More specifically, I will discuss how Indigenous ways of knowing and doing can shape the work of mathematics educators towards ends that prioritize sustainability, climate change and the overall restoring of relationships between humans and the natural world.

Filiberto emigrated from México to the United States (Boyle Heights) during the 1980s. He is of P'urhépecha lineage with roots in the states of Jalisco and Michoacán. He serves as an Associate Professor (Curriculum and Instruction/Learning Sciences and Human Development) in the College of Education at the University of Washington Seattle where he directs Indigenous Education Initiatives and the Native Education Certificate Program. In collaboration with youth, families, teachers, community members and other scholars he examines the realities of teaching and learning mathematics in schools and in spaces serving predominantly African American, Latinx, Native American/Indigenous, poor/working-class, and immigrant youth. He studies mathematics learning and teaching, the roles of race, culture, and language in mathematics learning, Indigenous resurgence and culturally embedded forms of mathematics.