INDIGENISING MATHEMATICS SCHOLARSHIP: A PATHWAY TO SUSTAINABLE DEVELOPMENT IN NIGERIAN HIGHER EDUCATION

Akorede A. Asanre, Olamide Obaro and Oluwatoyin Ayodele Ajani
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Akorede A. Asanre: University of Zululand, KwaDlangezwa, South Africa
Olamide Obaro: Tai Solarin University of Education, Ijagun, Ijebu-ode, Ogun State, Nigeria
Oluwatoyin Ayodele Ajani: University of KwaZulu-Natal, Durban, South Africa

Social Sciences and Education Research Review, 2025, vol. 12, issue 2, 239-250

Abstract: This study investigates the current landscape of mathematics research in selected universities in Ogun State, Nigeria, through the lens of decolonisation. It emphasises cultural relevance, the integration of indigenous knowledge systems, and responsiveness to local socio-economic challenges. Anchored in Postcolonial Theory, the research critiques the prevailing dominance of Eurocentric paradigms in mathematics scholarship, which often marginalise local epistemologies and fail to address community-specific needs. Using an explanatory sequential mixed-methods design, the study analysed 45 research outputs from three institutions over the past decade. Quantitative findings revealed a strong emphasis on Pure and Applied Mathematics, with minimal attention to Mathematics Education, limited engagement with local problem-solving, and no explicit incorporation of decolonial principles. Thematic analysis of qualitative data exposed systemic gaps, including weak alignment between research agendas and community priorities, limited use of culturally responsive methodologies, and the absence of institutional policies promoting indigenous knowledge integration. The study proposes strategic interventions: targeted funding for locally relevant research, partnerships with industry and communities, curriculum reforms embedding indigenous perspectives, capacity building in decolonial research practices, and institutional frameworks for monitoring progress. These recommendations aim to reposition mathematics research towards greater societal relevance, epistemic inclusivity, and sustainable development. By foregrounding local contexts and knowledge systems, this research contributes to the global discourse on decolonising education. It offers a practical roadmap for transforming mathematics scholarship in Nigerian universities into a more equitable, contextually grounded, and development-oriented endeavour.

Keywords: Decolonisation; Mathematics Research; Indigenous Knowledge; Postcolonial Theory; Culturally Responsive Pedagogy; Higher Education; Nigeria (search for similar items in EconPapers)
JEL-codes: I23 (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:edt:jsserr:v:12:y:2025:i:2:p:239-250

DOI: 10.5281/zenodo.17870711

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