The goal of this part of the guidelines is not about invalidating anything in the body or content of mathematics, but rather adding inclusiveness to the teachin

The goal of this part of the guidelines is not about invalidating anything in the body or content of mathematics, but rather adding inclusiveness to the teaching of mathematics. I can appreciate the idea that this could broaden the reach and appeal of mathematics education. I can well imagine that a student with an ethnic minority background is put off from taking a course that appears to have been developed and passed down from people who look a lot like (and in some cases were) the people that oppressed his own family. Reacting by dismissing this feeling and saying "you shouldn't care about that, maths is just cold logic and rationality" will only put them off further. But showing sensitivity to the context and saying "we acknowledge that some of the figures in the history of this subject are problematic, nevertheless the knowledge they discovered is useful" may make them reconsider. Will it actually work out that way? I don't know for sure, but I don't dismiss it as quickly as many people here seem to.