Researchers and reformers across multiple areas of scholarship have challenged the idea of mathematics as fixed, politically neutral, and value-free. Ethnomathematics has brought attention to the mathematical practices of particular cultural groups that differ from Western ways of mathematical understanding. These practices raise the following question for mathematics education, especially within Indigenous communities: whose knowledge should be taught and from whose perspective? One response to this question is to teach both dominant and non-dominant perspectives on mathematics, which can be considered an "etic-emic" approach to mathematics education. Drawing on the literature on decolonizing studies in education, I offer a theorization of this etic-emic approach in terms of re-mythologizing mathematics, pursuing recognition and reconciliation, and refusing colonization. [For the complete proceedings, see ED629884.]