This article reports on findings from a qualitative research study investigating ways to support learners from populations who have been historically underserved by the Nova Scotia education system, particularly African Nova Scotian and Mi'kmaq learners, and learners who experience poverty. Working with middle school teachers located in rural…

This paper braids together experiences from three Canadian projects committed to creating learning opportunities where Indigenous and Western ways of knowing, being, and doing might circulate together. Show Me Your Math/Connecting Math to Our Lives and Communities (Mi'kmaw territory/Nova Scotia), the First Nations and Métis Mathematics Voices…

In 2016, the province of British Columbia introduced a redesigned K-6 curriculum. Undergirding this plan is the learning philosophy, the First Peoples Principles of Learning. This paper is written from the perspective of a settler teacher as she engages in self-study research to develop her understanding of the curricular plan. The author…

This article is based on our Memoir Pedagogy Reading Circles research. Using an interpretative sociological case study methodology, we facilitated two groups that read and discussed women's memoirs as living texts of society, culture, and history; we read the self and the social through the personal narratives of violence, survival, and…

This narrative study contributes to the field of school-based Indigenous education by exploring the central research question: What are the decolonizing processes of practicing teachers involved in a provincially funded initiative to improve schooling for urban Aboriginal students? Excerpts from teachers' narratives are organized using the…

Traditionally, Canadian Inuit have lived in the circumpolar regions of Canada and those who still live in these regions, have their own cultures, which they tend to celebrate in their educational curricula. Inuit culture reflects their traditional lifestyle, when they were nomadic, and hunted and fished to survive in incredibly difficult…

This article extends upon Susan Dion's theory of the "perfect stranger" by exploring how this position is articulated and embodied by white teachers (N?=?67) involved in urban Indigenous education reform. On the lookout for deconstruction, we think with Derrida around the interrelated self/other and familiar/strange binaries that uphold…

One explanation for our failure to close the educational gaps that separate Indigenous and non-Indigenous learners in Canada is to see it as a byproduct of mainstream pedagogy, which has ridden roughshod over the epistemic differences--different ways of knowing--that set Indigenous knowers apart from their non-Indigenous counterparts. Persons…

How do we limit our focus to mental health when Indigenous teaching demands a much wider lens? How do we respond to mental health recovery when Indigenous experience speaks to a very different approach to healing, and how can we take up the health of Indigenous people in Canada without a discussion of identity and colonization? We cannot, for the…

The educational gap between Aboriginal and non-Aboriginal Canadians is the most significant social policy challenge facing Canada (Richards 2008). This gap is particularly evident in the science fields. Educational institutions are still regarded as mechanisms of colonization by many Aboriginal people. Their "foreign" Eurocentric (or…

School failure and dropout rates among Native Canadians suggest Alberta province is failing to meet special requirements of Indians. Article promotes integrated schools that incorporate Indian beliefs and values into curricula and teaching methods. Also examines design and implementation of integrated teaching programs. (TES)

Fourteen Native Canadian intermediate students identified as creatively gifted were assigned to experimental or control groups. Pre- and posttests of creative potential indicated significant gains in originality scores of the experimental groups, who received training in fluency, flexibility, and originality through formation of objects and…

Forty-five Canadian Native teachers (Cree, Inuit, and Mohawk) completed the Canfield Instructional Styles Inventory and Teaching Styles Instrument. Results show that these teachers share instructional preferences that differ from those of mainstream teachers. Furthermore, there were differences among Native groups, particularly in overall typology…

Learning styles are the mental processes and instructional settings a student uses most effectively while learning. Five dimensions of learning style related to cognitive processes are global-analytic, verbal-imaginal, concrete-abstract, trial and error plus feedback versus reflective, and modality (preferred sense for input). In addition, there…

Describes a cross-cultural course offered by the Faculty of Education at the University of Regina (Saskatchewan, Canada) to develop preservice teachers' understanding of aboriginal cultures, taking data from instructors' experiences and student narratives. The paper discusses the lack of understanding in white preservice teachers' views of self…