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

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dc.contributor.author Nardozi, Angela
dc.contributor.author Restoule, Jean-Paul
dc.contributor.author Broad, Kathy
dc.contributor.author Steele, Nancy
dc.contributor.author James, Usha
dc.date.accessioned 2018-05-14T18:32:14Z
dc.date.available 2018-05-14T18:32:14Z
dc.date.copyright 2014 en_US
dc.date.issued 2014
dc.identifier.citation Nardozi, A., Restoule, J., Broad, K., Steele, N. & James, U. (2014). Deepening Knowledge to Inspire Action: Including Aboriginal Perspectives in Teaching Practice. In Education, 19(3), 108-122. https://ineducation.ca/ineducation/article/view/140 en_US
dc.identifier.uri https://ineducation.ca/ineducation/article/view/140
dc.identifier.uri https://dspace.library.uvic.ca//handle/1828/9367
dc.description.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, indepth 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. en_US
dc.language.iso en en_US
dc.publisher In Education en_US
dc.subject Indigenous knowledge en_US
dc.subject teacher education en_US
dc.subject teacher resistance en_US
dc.title Deepening Knowledge to Inspire Action: Including Aboriginal Perspectives in Teaching Practice en_US
dc.type Article en_US
dc.description.scholarlevel Faculty en_US
dc.description.reviewstatus Reviewed en_US


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