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

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 peopl...

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Bibliographic Details
Published in:International Indigenous Policy Journal
Main Authors: Mashford-Pringle, Angela, Nardozi, Angela G
Format: Other/Unknown Material
Language:unknown
Published: Scholarship@Western 2013
Subjects:
Aboriginal
First Nations
Indigenous
post-secondary education
teacher education
adult education
education policy
Canada
Ontario
Other Teacher Education and Professional Development
Online Access:https://ir.lib.uwo.ca/iipj/vol4/iss4/3
https://doi.org/10.18584/iipj.2013.4.4.3
Description
Summary: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.

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