My research, situated within the sub-field of critical mathematics education, asks two important questions:
See my current research projects below:
This project in collaboration with Alexandre Cavalcante will investigate the perspectives of Black youth on financial literacy topics in an out-of-school context with the goal of challenging inequities and social injustices. The major objective of this study is to understand how Black youth utilise their emerging knowledge of financial literacy to critically challenge injustices in their communities.
Funded by the Social Sciences and Humanities Research Council Insight Development Grant
This qualitative participatory research project will explore the experiences of Black youth in mathematics education. The major objective of this research project is to understand how Black youth draw on their Diasporic knowledges and communities as they see themselves as capable mathematics learners.
Funded by York University's Black Seed Grant
Osibodu, O. (in press). Challenging “dem European teachings in my African school”: Burna Boy’s music as resistance. Comparative Education Review.
Osibodu, O., Byun, S., Hand, V., & LópezLeiva, C. (accepted). A participatory turn in mathematics education: Tensions and possibilities. Journal for Research in Mathematics Education.
Osibodu, O. (2022). Researcher don’t teach me nonsense: Engaging African decolonial practices in a critical mathematics education project. In C. Burkholder, F. Aladejebi, & J. Schwab-Cartas (Eds.), Facilitating community research for social change: Case studies in qualitative, arts-based, and visual research (pp. 48-62). Routledge.
Osibodu, O. (2021). Necessitating teacher learning in teaching mathematics for social justice to counter anti-Black racism. For the Learning of Mathematics, 41(1), 18-20.
Osibodu, O. & Cosby, M. D. (2018). Shades of Blackness: Rehumanizing mathematics education through an understanding of Sub-Saharan African immigrants. In R. Gutierrez, & I. Goffney (Eds.), Annual Perspectives in Mathematics Education 2018: Rehumanizing Mathematics for Black, Indigenous, and Latinx Students (pp. 39-49). National Council of Teachers of Mathematics.