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“Decolonization” of the Curricula

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Figure 1.
Figure 2.

Notes

  1. Disclaimer: The views expressed are my own and do not necessarily represent the position of my (former) employer or any other person, corporation, organization, or institution. I also emphasize that in this paper, I am talking only about university-level mathematics, not high-school or primary-school mathematics; in those cases, the situation is quite different but is also quite complex.

  2. See https://bills.parliament.uk/bills/2862.

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Acknowledgments

I thank Gregory Cherlin, Tony Gardiner, Michael Grinfeld, Mikhail Katz, Alexander Kheyfits, Roman Kossak, Elijah Liflyand, Alexei Muravitsky, Dima Pasechnik, Evgeny Plotkin, and George Wilmers for their criticism, corrections (up to the level of copyediting), and advice. The help they gave me does not mean that they necessarily endorse all (or any) of the claims that I have made here. I also thank all my colleagues who commented on this paper but preferred to remain anonymous, and I am deeply saddened to see that they have good reasons indeed to avoid any association with this paper.

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    Alexandre Borovik

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Borovik, A. “Decolonization” of the Curricula. Math Intelligencer 45, 144–149 (2023). https://doi.org/10.1007/s00283-023-10269-3

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