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Today we are witnessing an increased demand for Aboriginal people to assume teaching roles previously held by white Western people in their communities (L. McAlpine, personal communication; Matthew, 1982). To date, there is little research documenting the teaching strategies of different Aboriginal peoples in Canada. The present study documents Cree and Mohawk teachers' beliefs about and use of play as an educational strategy at the primary and early elementary levels, and contrasts this with three non-Aboriginal teachers working in the same communities. Nine Aboriginal teachers were interviewed regarding their beliefs about play as an educational strategy; seven of these teachers were also videotaped teaching. A coding scheme was used to analyse the teachers' videotaped lessons. Similar data were obtained for the non-Aboriginal teachers. The Cree and Mohawk teachers held similar beliefs about play as an educational strategy; their beliefs differed from those of the non-Aboriginal teachers. In terms of their use of play, some differences between the Cree and Mohawk teachers were found; differences between the Aboriginal and non-Aboriginal teachers also surfaced. Results support the notion that Aboriginal teacher may differ from non-Aboriginal teacher's in their beliefs about play, and that Cree and Mohawk teachers themselves may use different patterns of play in their lessons.

The recently reformed Quebec Education Program has been implemented since the fall of 2000 and has drawn our attention to many questions regarding the philosophical and practical elements of education in Quebec. This thesis critically examines the implementation of this reform. It investigates the philosophical underpinnings of this new program, its approaches and implementation objectives. It provides an overview of the design of this new program and outlines some of the dominant themes emerging from its approach. It critiques the implementation of this reform by presenting some of the factors that make it difficult to effectively sustain change in school. Finally, it will conclude that we need an education that encompasses the authenticity of teaching and learning and which creates an atmosphere that will actively engage students in their learning.

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