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Cited by 13Indigenous and Place-Based EducationIndigenous Health, Education, and RightsTeacher Education and Leadership Studies

The DOI matches its Crossref record; 51 of the 53 references it cites were found in a registry or an index.

Centering Voices: Weaving Indigenous Perspectives in Teacher Education

Open access
Gorecki, Laryssa, Doyle-Jones, Carol·2021·The Canadian Journal of Action Research
DOI 10.33524/cjar.v21i3.536
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Abstract

The value of weaving Indigenous perspectives into the mainstream curricula of Ontario teacher education programs is gaining prominence (Bell & Brant, 2015; Nardozi, Restoule, Broad, Steele, & James, 2014; Tanaka, 2016). Since the Truth and Reconciliation Commission of Canada’s Calls to Action (2015), efforts are being made across Ontario to “educate teachers on how to integrate Indigenous knowledge and teaching methods into classrooms” (TRC #62, p. 7). Despite growing efforts within teacher preparation programs, many settler teacher candidates are still anxious (Kanu, 2011; Morcom & Freeman, 2019); they fear practicing inadvertent cultural appropriation, and/or offending or misinforming their students and colleagues. To address these concerns, we posed the research question: What impact would Indigenous guest speakers and workshop leaders have on helping Settler teacher candidates navigate Indigenous content in a culturally appropriate and respectful manner? Using an action research framework, we explored how Indigenous ways of knowing impacted the attitudes of teacher candidates in a Bachelor of Education program. The data we collected suggests that by listening to and learning from Indigenous teachings, teacher candidates can attain a deeper understanding of relationality (Wilson, 2008) as it applies to Indigenous ways ofknowing. While certain questions remained, pre-service teachers had an increased knowledge of Indigenous content, and felt more comfortable integrating Indigenous perspectives into their classroom practice.

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Metadata

Authors
Gorecki, L., & Doyle-Jones, C.
Affiliations
Niagara University (US)
ORCID
Venue
The Canadian Journal of Action Research
Publisher
Nipissing University Library
Published
2021-07-23
Volume
21
Issue
3
Pages
115-141
ISSN
1925-7147 (ISSN-L)
DOI
10.33524/cjar.v21i3.536
OpenAlex
W3184026906
Cited by
9
References
53
Citations by year
2026: 1 · 2025: 1 · 2024: 6 · 2023: 1
FWCI
3.08
Type
journal article
Language
en
Open access
Licence
other-oa
Locations
The Canadian Journal of Action Research (publishedVersion, other-oa)
Topics
  • Social Sciences › Education › Indigenous and Place-Based Education
  • Social Sciences › Health › Indigenous Health, Education, and Rights
  • Social Sciences › Education › Teacher Education and Leadership Studies
Keywords
Indigenous perspectives, teacher professional development, pre-service teachers, Indigenous epistemologies, relationality, cultural appropriation, Truth and Reconciliation Commission of Canada, curriculum integration

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