Relevant bibliographies by topics / Aboriginal Canadian teachers

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Aboriginal Canadian teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Aboriginal Canadian teachers"

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Kitchen, Julian, Lorenzo Cherubini, Lyn Trudeau, and Janie M. Hodson. "Aboriginal Education as Cultural Brokerage: New Aboriginal Teachers Reflect on Language and Culture in the Classroom." Articles 44, no. 3 (June 8, 2010): 355–75. http://dx.doi.org/10.7202/039945ar.

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Abstract This paper reports on a Talking Circle of six beginning Aboriginal teachers who discussed their roles as teachers. Participants criticized teacher education programs for not preparing them to teach in ways that are respectful of Aboriginal languages and culture. They discussed the importance of coming to know themselves and their culture. The paper concludes with suggestions for decolonizing teacher preparation so that Aboriginal teachers are enabled as protectors of Aboriginal culture and brokers with Euro-Canadian culture.
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Wotherspoon. "Teachers' Work in Canadian Aboriginal Communities." Comparative Education Review 50, no. 4 (2006): 672. http://dx.doi.org/10.2307/4122391.

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Wotherspoon, Terry. "Teachers’ Work in Canadian Aboriginal Communities." Comparative Education Review 50, no. 4 (November 2006): 672–93. http://dx.doi.org/10.1086/507060.

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4

Nolan, Kathleen, and J. Harley Weston. "Aboriginal Perspectives and/in Mathematics: A Case Study of Three Grade 6 Teachers." in education 21, no. 1 (November 14, 2014): 12–22. http://dx.doi.org/10.37119/ojs2015.v21i1.195.

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AbstractThe marriage of Aboriginal perspectives and mathematics is complex and comes with multiple interpretations. Through the research presented in this paper, we propose that one possibility for a lasting relationship between Aboriginal perspectives and mathematics lies in understanding more about teachers' experiences and stories from their own mathematics classrooms, with their own students. The purpose of this paper, and of the research project informing this paper, is to understand how Grade 6 teachers in one particular Canadian province (Saskatchewan) are addressing Aboriginal-focused curriculum goals/outcomes and to listen to teachers' perspectives on teaching mathematics with a distinctly Aboriginal focus. Data collection consisted of focus group discussions, individual interviews, and classroom observations with three case study teachers (Chris, Joe, and Lindsay). In this paper, we present three brief vignettes constructed out of the data, which provide a glimpse into the uniqueness of each teacher, each classroom, and each interpretation of what it means to teach mathematics through a distinctly Aboriginal focus. Keywords: Aboriginal education; mathematics curriculum; qualitative research; case study; Grade 6 teachers
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5

Hesch, Rick. "A Canadian Preparation Program for Aboriginal Teachers: Instrument for Incorporation." Teaching Education 6, no. 1 (September 1994): 31–40. http://dx.doi.org/10.1080/1047621940060105.

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Riley, Tasha. "Exceeding Expectations: Teachers’ Decision Making Regarding Aboriginal and Torres Strait Islander Students." Journal of Teacher Education 70, no. 5 (October 20, 2018): 512–25. http://dx.doi.org/10.1177/0022487118806484.

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Although Indigenous and non-Indigenous teachers, administrators, and educational policy makers have made efforts to improve Indigenous educational outcomes, slow progress limits the opportunities available to Indigenous learners and perpetuates social and economic disadvantage. Prior Canadian studies demonstrate that some teachers attribute low ability and adverse life circumstances to Indigenous students, possibly influencing classroom placement. These findings were the catalyst for an Australian-based study assessing the influence students’ Aboriginal and/or Torres Strait Islander status had upon teachers’ placement decisions. Teachers allocated fictional students to supplementary, regular, or advanced programs. Study findings revealed that teachers’ decisions were based upon assumptions regarding the perceived ability, family background, and/or life circumstances of Indigenous learners. The research tool designed for this study provides a way for teachers to identify the implications of biases on decision making, making it a valuable resource for teacher educators engaging in equity work with preservice teachers.
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Mcgregor, Deborah. "Transformation and Re-Creation: Creating Spaces for Indigenous Theorising in Canadian Aboriginal Studies Programs." Australian Journal of Indigenous Education 34 (2005): 67–78. http://dx.doi.org/10.1017/s1326011100003987.

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AbstractThis paper explores the professional experience of an Anishnabe educator working in various organisations teaching Indigenous knowledge issues in both Aboriginal and primarily non-Aboriginal settings. The reflections span a number of years of teaching Aboriginal worldview and knowledge issues courses and include formal evaluations from both Aboriginal and non-Aboriginal students who have participated in the courses over that time. This paper draws upon two examples of educational institutions where Indigenous knowledge is being explored: the University of Toronto’s Aboriginal Studies Program and the Centre for Indigenous Environmental Resources’ (CIER) National First Nations Youth Environmental Education and Training Program. Both settings represent special places for thinking about decolonising Indigenous education. Integral to Aboriginal philosophy and decolonising education is the role elders play in informing and implementing meaningful education for Aboriginal learners. Both programs involve elders in central roles where they are recognised as authorities, facilitators and teachers. Discussion is offered on the subject of Aboriginal philosophies pertaining to education and some models for acting upon them, particularly as they relate to environmental education. Further analysis summarises the challenges faced by both programs and initiatives taken to advance Aboriginal educational goals. Finally, recommendations are made as to the types of changes which may be undertaken to realise creative spaces for resistance and creativity.
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8

Madden, Brooke. "Coming Full Circle: White, Euro-Canadian Teachers’ Positioning, Understanding, Doing, Honouring, and Knowing in School-Based Indigenous Education." in education 20, no. 1 (April 25, 2014): 57–81. http://dx.doi.org/10.37119/ojs2014.v20i1.153.

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This narrative study contributes to the field of school-based Indigenous education by exploring the central research question: What are the decolonizing processes of practicing teachers involved in a provincially funded initiative to improve schooling for urban Aboriginal students? Excerpts from teachers’ narratives are organized using the Anishinaabe medicine wheel, anchoring the exploration of the following five directions and associated decolonizing processes: teachings from the centre/positioning, teachings from the east/honouring, teachings from the south/understanding, teachings from the west/doing, and teachings from the north/knowing. This paper concludes with a discussion of how White, Euro-Canadian teachers’ decolonization informs the fields of Indigenous education, teacher education, and narrative inquiry.
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9

MacNeill, N. "Thomas Greenfield and Administration for Aboriginal Schools." Aboriginal Child at School 13, no. 4 (September 1985): 3–7. http://dx.doi.org/10.1017/s0310582200013900.

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Aboriginal education, long considered the poor relation in education, is currently in a stage of development akin to a Renaissance. The success of the one-best-method of education is seriously being questioned, as are the twin constraints of the hidden curriculum - tradition and conformity.The first major breakthrough in Aboriginal education came with the development of the concept of Aboriginal learning styles (Kearins, 1983; Harris, 1980). Teachers became aware that different strategies and materials had to be employed to cater more successfully for Aboriginal students. It is most likely the case also that school principals need to adopt an administrative style which is significantly different from that employed in urban, middle-class schools. Thomas Greenfield, a Canadian, has revolutionized thought in educational administration, and his thoughts may have relevance to administering Aboriginal schools.
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10

Peterson, Shelley Stagg, Soon Young Jang, Jayson San Miguel, Sandra Styres, and Audrey Madsen. "Infusing Indigenous Knowledge and Epistemologies: Learning From Teachers in Northern Aboriginal Head Start Classrooms." Articles 53, no. 1 (February 19, 2019): 26–46. http://dx.doi.org/10.7202/1056281ar.

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Five Aboriginal Head Start early childhood educators from a northern Canadian community participated in interviews for the purpose of informing non-Indigenous teachers’ classroom teaching. Their observations and experiences highlight the importance of learning from and on the land alongside family members, and of family stability and showing acceptance of all children. Additionally, participants talked of the impact of residential schools on their families in terms of loss of their Indigenous language, and their attempts to learn and to teach the children in their classrooms the Indigenous languages and teachings.
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Dissertations / Theses on the topic "Aboriginal Canadian teachers"

1

Wiens, Ryan. "On integrating aboriginal perspectives: the perceptions of grade 10 English language arts teachers in a large urban school division in western Canada." 2012. http://hdl.handle.net/1993/14167.

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In an effort to atone for almost two centuries of mishandling, and faced with ballooning urban Aboriginal populations, many of Canada’s governments and educational institutions have adopted policies to encourage the integration of Aboriginal perspectives in schools. Realizing that their efforts can only be given life by teachers, this study explores the perceptions of eight teachers integrating Aboriginal perspectives into their Grade 10 ELA classes in the Buffalo Stone School Division (pseudonym used). Interviews conducted with the teachers explored how personal, contextual and institutional realities have shaped the perceptions that the teachers bring to their practice.
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Books on the topic "Aboriginal Canadian teachers"

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Beynon, June. First Nations teachers: Identity and community, struggle and change. Calgary: Detselig Enterprises, 2008.

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2

Eigenbrod, Renate. Aboriginal literatures in Canada: A teacher's resource guide. [s.l.]: R. Eigenbrod, G. Kakegamic and J. Fiddler, 2003.

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3

Reid, Carol. Negotiating racialised identities: Indigenous teacher education in Australia and Canada. Altona, Vic: Common Ground Publishing, 2003.

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Book chapters on the topic "Aboriginal Canadian teachers"

1

Poonwassie, Deo H. "Aboriginal Teacher Training and Development in Canada: An example from the Province of Manitoba." In Education and Cultural Differences, 109–25. Routledge, 2017. http://dx.doi.org/10.4324/9781315211268-7.

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You might also be interested in the extended bibliographies on the topic 'Aboriginal Canadian teachers' for particular source types:
Journal articles
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