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.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:MWU.1993/14167 |
| Date | 20 December 2012 |
| Creators | Wiens, Ryan |
| Contributors | Mandzuk, David (Educational Administration, Foundations and Psychology), Piquemal, Nathalie (Educational Administration, Foundations and Psychology) Deer, Frank (Curriculum, Teaching and Learning) |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Detected Language | English |
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