ABSTRACT
The challenge of anti-oppressive mathematics pedagogy is, at its core, a concern about the place of people of color and other marginalized groups in the fast-shifting information and technology-based society. Math education should be about more than rote memory and speed. In other words, Afrofuturism is not merely an emergent literary and cultural aesthetic; within the context of anti-oppressive critical pedagogy in mathematics, it is also a numerical and scientific aesthetic that can help to imagine a future with people of color as essential participants in society. Math literacy gives everyone the ability to speak the universal language of interpreting and shaping reality. A possible example is an interdisciplinary unit in which students are invited to imagine themselves as anthropologists going back in time to explore the mathematical links between various human cultures, knowledge systems, and civilizations through the study of binary code and its significance in various times and cultures.
