Prospective Teachers' Perceptions: A Critical Literacy Framework
The education of Aboriginal youth is, in some respects, in crisis. Aboriginal communities in Ontario (Canada) are as a group currently experiencing marginalization within the education system. As such it is imperative that efforts be made to better understand the system to improve the success rate f...
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ftdatacite:10.5281/zenodo.1215130 2023-05-15T16:55:00+02:00 Prospective Teachers' Perceptions: A Critical Literacy Framework Cherubini, Lorenzo 2018 https://dx.doi.org/10.5281/zenodo.1215130 https://zenodo.org/record/1215130 unknown Zenodo https://dx.doi.org/10.5281/zenodo.1215129 Open Access Creative Commons Attribution 4.0 https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess CC-BY Text Conference paper article-journal ScholarlyArticle 2018 ftdatacite https://doi.org/10.5281/zenodo.1215130 https://doi.org/10.5281/zenodo.1215129 2021-11-05T12:55:41Z The education of Aboriginal youth is, in some respects, in crisis. Aboriginal communities in Ontario (Canada) are as a group currently experiencing marginalization within the education system. As such it is imperative that efforts be made to better understand the system to improve the success rate for Aboriginal youth. The Ontario First Nation, Métis and Inuit Education Policy Framework (2007) has committed to “improve achievement among First Nation, Métis and Inuit students and to close the gap between Aboriginal and non-Aboriginal students” (5). English and Language Arts teachers (K to 12) are compelled to consider how the policy discourse of the 2007 Aboriginal Policy Framework implicates upon the socio-political and socio-historical currency of literacy in their instruction. Consequently, this qualitative study examined one component of a large-scale project, in the tradition of grounded theory, including the implications of Aboriginal education policy discourse on literacy instruction as it applies to over 200 prospective teachers enrolled in a Teacher Education Program in Ontario, Canada. Participants identified two themes that they believed Aboriginal students would find most challenging, including: (i) tension with provincial curriculum and, (ii) feelings of misrepresentation. KEYWORDS: Aboriginal students, critical literacy, education policy Conference Object inuit DataCite Metadata Store (German National Library of Science and Technology) Canada |
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The education of Aboriginal youth is, in some respects, in crisis. Aboriginal communities in Ontario (Canada) are as a group currently experiencing marginalization within the education system. As such it is imperative that efforts be made to better understand the system to improve the success rate for Aboriginal youth. The Ontario First Nation, Métis and Inuit Education Policy Framework (2007) has committed to “improve achievement among First Nation, Métis and Inuit students and to close the gap between Aboriginal and non-Aboriginal students” (5). English and Language Arts teachers (K to 12) are compelled to consider how the policy discourse of the 2007 Aboriginal Policy Framework implicates upon the socio-political and socio-historical currency of literacy in their instruction. Consequently, this qualitative study examined one component of a large-scale project, in the tradition of grounded theory, including the implications of Aboriginal education policy discourse on literacy instruction as it applies to over 200 prospective teachers enrolled in a Teacher Education Program in Ontario, Canada. Participants identified two themes that they believed Aboriginal students would find most challenging, including: (i) tension with provincial curriculum and, (ii) feelings of misrepresentation. KEYWORDS: Aboriginal students, critical literacy, education policy |
format |
Conference Object |
author |
Cherubini, Lorenzo |
spellingShingle |
Cherubini, Lorenzo Prospective Teachers' Perceptions: A Critical Literacy Framework |
author_facet |
Cherubini, Lorenzo |
author_sort |
Cherubini, Lorenzo |
title |
Prospective Teachers' Perceptions: A Critical Literacy Framework |
title_short |
Prospective Teachers' Perceptions: A Critical Literacy Framework |
title_full |
Prospective Teachers' Perceptions: A Critical Literacy Framework |
title_fullStr |
Prospective Teachers' Perceptions: A Critical Literacy Framework |
title_full_unstemmed |
Prospective Teachers' Perceptions: A Critical Literacy Framework |
title_sort |
prospective teachers' perceptions: a critical literacy framework |
publisher |
Zenodo |
publishDate |
2018 |
url |
https://dx.doi.org/10.5281/zenodo.1215130 https://zenodo.org/record/1215130 |
geographic |
Canada |
geographic_facet |
Canada |
genre |
inuit |
genre_facet |
inuit |
op_relation |
https://dx.doi.org/10.5281/zenodo.1215129 |
op_rights |
Open Access Creative Commons Attribution 4.0 https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
op_rightsnorm |
CC-BY |
op_doi |
https://doi.org/10.5281/zenodo.1215130 https://doi.org/10.5281/zenodo.1215129 |
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1766045974514368512 |