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Understanding the Marginalized in the Mainstream: Teacher Education and Aboriginal Educational Policy in Ontario (Canada)
Article Number: SIS465981AI201222
20th December, 2022
Author(s):
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.