The Philosophy and Ethics of Ethnomathematics: Rejecting the High versus Low Valuations

Abstract

This paper examines the ethical dimensions of ethnomathematics—the mathematical practices embedded in cultures, often informal, oral, and non-institutionalised. It argues that the marginalisation of ethnomathematics relative to formal, academic mathematics is not merely an epistemological issue but an ethical one, involving questions of social justice, class distinction, and cultural hierarchy. Drawing on Alan Bishop's framework of six universal activities, the paper shows how mathematics emerges from culturally situated practices. It explores the relationship between critical mathematics education and ethnomathematics, engaging with the work of Ole Skovsmose, Paola Valero, and Gelsa Knijnik to articulate the ethical-political nature of the field. The paper then examines the diverse philosophical and ontological frameworks embedded in Indigenous mathematical traditions, demonstrating that ethnomathematics embodies distinct worldviews. Drawing parallels with other domains of cultural production—history, art, music, language—it shows how the distinction between "high" and "low" culture serves to maintain social hierarchies. It argues that recognising the value of ethnomathematical practices is an ethical imperative connected to broader struggles for cultural recognition and social justice.