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

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. 

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.