Understanding the Marginalized in the Mainstream: Teacher Education and Aboriginal Educational Policy in Ontario (Canada) | Zendy

Lorenzo Cherubini | Zendy

Open Access

Understanding the Marginalized in the Mainstream: Teacher Education and Aboriginal Educational Policy in Ontario (Canada)

Author(s) -

Lorenzo Cherubini

Publication year - 2011

Publication title -

international journal of education

Language(s) - English

Resource type - Journals

ISSN - 1948-5476

DOI - 10.5296/ije.v3i2.534

Subject(s) - mainstream , perception , pedagogy , teacher education , sociology , service (business) , political science , public relations , medical education , psychology , medicine , economy , neuroscience , law , economics

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.

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