The issue of anti-racism in mathematics teaching has been the topic of some research works, who promote an anti-bias curriculum to counter a perceived bias in mathematical education.. These works claim that there is a sociocultural context to mathematical education and suggest that the study of mathematics in Western societies has traditionally exhibited racial or cultural bias.
While 'anti-racist mathematics' and 'ethnomathematics' scholars share the assumption that any given mathematical understanding or practice is a product of a particular culture, the forms of their scholarship differ considerably, and they should not be confused with one another.
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“This teaching is not practical in the sense in which the New Testament is. It is not always sound sense in practice. The Brahman never proposes courageously to assault evil, but patiently to starve it out. His active faculties are paralyzed by the idea of caste, of impassable limits of destiny and the tyranny of time.”
—Henry David Thoreau (1817–1862)