Dr Sinobia Kenny is a mathematics education scholar affiliated with African Institute for Mathematical Sciences (AIMS) South Africa and Stellenbosch University. Her research interests include equity in mathematics for social justice. Her theoretical frameworks include intersectionality, postcolonial feminism, and (mis)recognition in teacher development. More recently, she has focused on Cognitive Historical Theories, Ubuntu and Data Justice, (lack of) access, and AI in Education. Her scholarship contributes to ongoing debates on access, technology, and justice in mathematics classrooms.
She holds a Doctoral degree in Philosophy of Education from Stellenbosch University. Her PhD research foregrounded race-gender inequalities in mathematics education, drawing attention to identity construction and (mis)recognition to interrogate how power shapes access to mathematics.
Her professional contributions include leading teacher development initiatives and contextually responsive computational thinking projects, as well as integrating generative AI into mathematics education. Dr Kenny is passionate about mathematics education and has been involved in senior-level teacher training programmes in Cameroon, Tanzania, Rwanda, the United Kingdom, and South Africa. She describes herself as a disruptor, arguing that without intentional rupture, there can be no serious deliberation, and without deliberation, no reimagining of what is possible.
