摘要：The unfolding of our work with Eagle Flight First Nation prompts us to reflect deeply on what it means to do research in and with an Indigenous community. This paper presents three stances that we considered when invited to “do research” in an Indigenous community around mathematics education: a mathematically deficit response, a culturally deficit response, and a culturally relational response. By considering the meaning of culturally relational education as co-researchers alongside the community councillors, school staff, and children, we are seeking to honour meaningful engagements with Indigenous philosophies and knowledge systems as they are understood and lived by all in relation. Keywords: research; mathematics education; culturally relational education; Indigenous philosophy; Indigenous knowledge
