In this paper, we attempt to move beyond current understandings of what it means to mathematise in relation to varied social thematic contexts in mathematics education. By way of theoretical intervention, we offer the beginnings of a feminist de/postcolonial commentary in response to such social, cultural and political programmes of work, recognising nevertheless the important contributions they have made to advancing complex political approaches to mathematics education as praxis in relation to society, and the way in which they have promoted alternative ways of envisioning mathematical activity. Our critique is as much a celebration of these programmes of work that have offered diverse conversations about what it means to de/mathematise, as it is a way of moving these conversations forward in newer, alternative politico-epistemological directions. We argue that feminist de/postcoloniality offers opportunities to centralise ethical, democratic and (geo)political considerations in de/mathematisation activities and events, while bringing concerns about social and economic development, culture, gender, and global (in)justices to bear on mathematics education arguments. We suggest that feminist de/postcoloniality provides theoretical concepts by which we can speak of ontological and epistemic considerations politically in mathematics education.