Deepening Knowledge to Inspire Action: Including Aboriginal Perspectives in Teaching Practice

Authors

  • Angela Nardozi Ontario Institute for Studies in Education - University of Toronto
  • Jean-Paul Restoule University of Toronto
  • Kathy Broad University of Toronto
  • Nancy Steele University of Toronto
  • Usha James University of Toronto

DOI:

https://doi.org/10.37119/ojs2014.v19i3.140

Keywords:

Indigenous knowledge, teacher education, teacher resistance

Abstract

Deepening Knowledge Project, through Ontario Institute for Studies in Education (OISE), undertook research within the Initial Teacher Education program to explore the relationships between teacher candidates and Aboriginal content. Our research question was, "Which strategies used within OISE’s Central cohort are most powerful in increasing teacher candidates’ willingness and readiness to incorporate Aboriginal knowledges and pedagogies into their classroom practice?" Data consisted of surveys administered to approximately 70 teacher candidates at three key points in their program as well as two rounds of interviews with five purposively selected participants. We found that teacher candidates most appreciated the inclusion of First Voice perspectives, in-depth instruction on current and historical events, and a continuous examination of privilege as means to prepare them for incorporating Aboriginal content into their future practice. While most students reported feeling more confident and willing to include Aboriginal perspectives near the end of their program, there are three commonly stated questions, reported on preprogram surveys that lead to inaction on Aboriginal inclusion. Addressing these questions directly should help encourage more teachers to take up Aboriginal perspectives in their classrooms.

     Keywords: Indigenous knowledge; teacher education; teacher resistance

Author Biographies

  • Angela Nardozi, Ontario Institute for Studies in Education - University of Toronto
    Angela Nardozi is a PhD Candidate in the Department of Leadership, Higher and Adult Education at the Ontario Institute for Studies in Education, University of Toronto
  • Jean-Paul Restoule, University of Toronto
    Jean-Paul is Associate Professor of Aboriginal Education and a member of the Dokis First Nation (Anishinaabe).
  • Kathy Broad, University of Toronto
    Executive Director of Initial Teacher Education, Ontario Institute for Studies in Education
  • Nancy Steele, University of Toronto
    Elementary Options Coordinator, Ontario Institute for Studies in Education
  • Usha James, University of Toronto
    Secondary Program Options Coordinator, Ontario Institute for Studies in Education

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Published

2014-04-21

Issue

Vol. 19 No. 3 (2014): Spring 2014 Special Issue, Part 2: [Indigenous Education] in education

Section

Articles

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