Aboriginal Knowledge Infusion in Initial Teacher Education at the Ontario Institute for Studies in Education at the University of Toronto

Abstract

Knowledge of the Aboriginal socio-political history in Canada has historically been excluded from public education. In Ontario, public school children learn about Aboriginal people at specific times in the curriculum. However, teachers frequently only teach the bare essentials about Aboriginal people in Canada because they do not have adequate knowledge or feel that they lack the ability to teach about this subject. The Ontario Institute of Studies in Education at the University of Toronto has implemented the Deepening Knowledge Project to provide teacher candidates with an increased awareness and knowledge about Aboriginal history, culture, and worldview for their future teaching careers. This article will provide insight into the project and the curriculum developed for working with teacher candidates.

"This is far more complex than I could have ever imagined

“…Similar to findings in the academic literature, participants were initially concerned with their perceived lack of knowledge and doubted their abilities to facilitate authentic ways of representing Indigenous perspectives in their future classrooms (Mashford-Pringle & Nardozi, 2013;Blimkie, Vetter, & Haig-Brown, 2014). Indigenous histories, perspectives and pedagogies were integrated into the course through meaningful connections with the literacy curriculum (e.g., narrative, critical media literacy, poetry).…”

“…Indigenous histories and perspectives have a history of being left out of the K-12 curriculum in Canada and consequently teacher preparation programs. As a result, in-service teachers do not have the adequate knowledge to teach the subject in a meaningful way (Mashford-Pringle & Nardozi, 2013;Blimkie, Vetter, & Haig-Brown, 2014). A lack of knowledge about Indigenous peoples has been identified in the literature as a significant reason for meaningful approaches to Indigeneity in the classroom to be left out (Kanu, 2005;Kanu, 2011;Mashford-Pringle & Nardozi, 2013).…”

“…As a result, in-service teachers do not have the adequate knowledge to teach the subject in a meaningful way (Mashford-Pringle & Nardozi, 2013;Blimkie, Vetter, & Haig-Brown, 2014). A lack of knowledge about Indigenous peoples has been identified in the literature as a significant reason for meaningful approaches to Indigeneity in the classroom to be left out (Kanu, 2005;Kanu, 2011;Mashford-Pringle & Nardozi, 2013). Insufficient understandings of Indigenous perspectives can prevent educators from assuming the necessary role of 'cultural brokers' in order to meaningfully integrate content and respond to possible cultural conflicts in the classroom (Kanu, 2011).…”

“…Despite initiatives to integrate Indigenous issues into teacher education programs (Blimkie et al, 2014;Kanu, 2011;Madden, 2015;Mashford-Pringle and Nardozi, 2013), there remains little research exploring pre-service teachers' experiences with Indigenous perspectives in literacy methods courses. This study proposes to address this gap in research.…”

Teacher candidates’ and course instructors' perspectives of a mandatory Indigenous Education course in teacher education

“…Research on Indigenous Education in teacher education programs across Canada (e.g., Blimkie et al, 2014;Curwen Doige, 1999;Dion, 2007;Madden, 2015;Mashford-Pringle & Nardozi, 2013;Oskineegish, 2020;Scully, 2012;Vetter & Blimkie, 2011) and…”