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Direct linkSt. Denis, Verna – Review of Education, Pedagogy & Cultural Studies, 2011
This article explores how multicultural discourses impact the reception of Aboriginal teachers, and the Aboriginal knowledge, history, and experience they bring into Canadian public schools. The author argues that what happens to Aboriginal teachers in Canadian public schools as they attempt to include Aboriginal content and perspectives is a…
Descriptors: Public Schools, Canada Natives, Cultural Pluralism, Foreign Countries
Cochran-Smith, Marilyn; Lytle, Susan – Harvard Educational Review, 2006
This article offers a critique of No Child Left Behind (NCLB) related to the implications for teachers in educational improvement. Through an analysis of the NCLB legislation and accompanying policy tools that support it, the authors explore three images or central common conceptions symbolic of basic attitudes and orientations about teachers and…
Descriptors: Federal Legislation, Educational Improvement, Indigenous Knowledge, Teacher Education
