Search

Copyright of Alberta Journal of Educational Research is the property of Alberta Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education et Societes is the property of INRP and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article describes seven experienced First Nations and non-Native educators' ideas about how to prepare non-Native teachers for culturally responsive teaching in remote First Nations communities in northern Ontario. Addressing the concerns for teacher improvement and student success in the Indian Control of Indian Education (ICIE) (National Indian Brotherhood, 1972) policy paper, I1 describe how non-Native teachers can be successful by focusing on the non-Native teacher as a person, including the crucial question of who the teacher is, the importance of building reciprocal relationships, and the need to understand the role of 'visitor' in a community. I conclude with a discussion of how all three are connected to student success. [ABSTRACT FROM AUTHOR]

The article presents the author's insights on the impact of multicultural discourses on the reception of Aboriginal teachers, along with the Aboriginal experience, history, and knowledge they bring to public schools in Canada. The author states that discourses of multiculturalism limit and impact the work of Aboriginal teachers because they enable colonialism and racism. She mentions that the legitimacy of the colonial Canadian government to negotiate and recognize Aboriginal rights within a multicultural framework is being challenged by Aboriginal critics. Furthermore, the prevalent and prevailing multiculturalism policy and practice enables a refusal to address and acknowledge ongoing colonialism.

The authors focus on language policy in Canada and how language teachers understand and implement language policy in their classrooms. The authors discuss the Language Instruction for Newcomers to Canada (LINC), which gives newcomers to Canada access to language training programs, and examine how LINC teachers understand the requirements of LINC classes and also how their teaching is affected by the requirements. The authors discuss the constraints placed on LINC teachers by the requirements, such as a lack of resources and inadequate work environments, and how teachers address the policy.

This paper documents some of the ways in which a group of five feminist first-year teachers experienced work in the schools of Ontario, Canada and how they struggled to make sense of and change the patterns of gendered social relations within school organisations and classrooms. Using data collected from group discussions, incidents involving male and female teachers, and teachers and students, are explored to reveal the nature and forms of sexism occurring in staffrooms, classrooms and in other school activities. [ABSTRACT FROM AUTHOR]