Understanding the Marginalized in the Mainstream: Teacher Education and Aboriginal Educational Policy in Ontario (Canada)

Lorenzo Cherubini

Abstract


This study investigates the perceptions of elementary school teachers and principals in two publicly-funded school boards in northern Ontario, Canada, with high populations of Aboriginal students. A mixed-methods research design was used to examine participants’ perceptions of the effectiveness of both their pre-service and continuing education programs in preparing them to address the key aspects of Aboriginal elementary students’ bi-cultural and epistemic needs in mainstream public schools in light of recent policy contexts.  Participants reported that their pre-service and continuing education were less than effective in preparing them to address Aboriginal students’ bi-cultural and epistemic needs.


Full Text:

PDF


DOI: http://dx.doi.org/10.5296/ije.v3i2.534

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

To make sure that you can receive messages from us, please add the 'macrothink.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.

Copyright © Macrothink InstituteISSN 1948-5476