Critical Indigenous scholars and their explicit allies have emphasized the need for curriculum and pedagogy in teacher education to address settler colonialism in Canada (Cannon, forthcoming(a); Cannon and Sunseri, 2011; Dion, 2009; Friedel, 2010a; Haig-Brown, 2009; Schick, 2010; Schick and St. Denis 2003, 2005; & St. Denis, 2007) . This thesis is primarily concerned with the existence of and possibilities for such a curriculum. In this thesis, I analyzed the curricula used in the three required courses of the secondary consecutive Initial Teacher Education (ITE) program in the 2011-2012 year at OISE for representations of settler colonialism in Canada. This study finds that while the curriculum in the ITE program at OISE focuses broadly on social justice, it shies away from addressing the ways that Canadians are complicit in ongoing colonialism. The thesis ends by highlighting some clear possibilities and challenges for a curriculum of settler colonial responsibility.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/33680 |
| Date | 29 November 2012 |
| Creators | Waldorf, Susanne |
| Contributors | Cannon, Martin |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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