Biography

Dr. Osibodu's research, situated within the sub-field of critical mathematics education, asks two important questions: 1) How do sociopolitical and sociocultural factors impact Black & Sub-Saharan African youths mathematics experiences? and 2) How can mathematics education be harnessed to redress social injustices related to these sociopolitical and sociocultural factors? She draws on decolonial and critical race theories to situate her research. Dr. Osibodu elevates non-traditional voices such as Fela Anikulapo-Kuti and Chimamanda Ngozi Adichie into her mathematics education research. Her approach is rooted in the belief that there is much to learn from voices, theories, and disciplines outside the boundaries of mathematics education. 

Scholarly Interests

Critical mathematics education, sub-saharan African youth mathematics experiences, immigrant and refugee mathematics experiences, identity, race, equity, and power in mathematics education, decolonial theory, African indigenous mathematics practices

Faculty & School/Dept

• Faculty of Education -

Courses Taught

• Mathematics Learning Environments (GS/EDUC 5840)
• Research in Mathematics Education (GS/EDUC 5215)
• Teaching Mathematics in the Intermediate Division (ED/MATH 3000)
• Teaching Mathematics in the Intermediate-Senior Divisions - A (ED/MATH 4000)
• Teaching Mathematics in the Intermediate-Senior Divisions - B (ED/MATH 4001)

Selected Publications

• Osibodu, O. (2024). Racialization through Coloniality in Mathematics Curricula: Problematizing the Cambridge Assessment International Examination in Sub-Saharan Africa. Educational Studies in Mathematics.
• Osibodu, O. & Danjo, N. (2024). Africanfuturism and Critical Mathematics Education: Envisioning a Liberatory Future for Sub-Saharan African Immigrants. In V. Watson, M. Knight-Manuel, & P. Smith (Eds.), Educating African Immigrant Youth: Schooling and Civic Engagement in K-12 Schools (pp. 42-53). Teachers College Press
• 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.41 (1), 18-20.
• Tunstall, S. L., Osibodu, O., & Bartell, T. G (2019). "On "Icky" data, the political classroom, and towards equity and social justice in mathematics education: A conversation with Tonya Bartell. Numeracy, 12 (1), 1-13.
• 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). Reston, VA: National Council of Teachers of Mathematics.
• Beaudine, G., Osibodu, O., & Beavers, A. (2017). Disney's metaphorical exploration of racism and stereotypes: A review of Zootopia. Comparative Education Review, 61 (1), 227-234.

Awards

• Pat Clifford Award , EdCan Network - 2021
• Outstanding Early Career Researchers Award, York University - 2022
• Faculty of Education Dean’s Impact Award, York University - 2024

Professional Affiliations

• American Educational Research Association : Division G (Social Context of Education) SIGs: Research in Mathematics Education (RME);

York University Affiliations/Cross Appointments

• Harriet Tubman Institute: Faculty Fellow