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The major study of the professional knowledge and experience of Aboriginal teachers in Canadian public schools was released this week at a special Canadian Teachers‘ Federation (CTF) event on Aboriginal education in Ottawa. “The rationale for the study was to address the urgent need to improve and promote Aboriginal education in public schools,” report author Verna St. Denis, an associate professor at the University of Saskatchewan‘s College of Education, said in a news release. “It asks the question: What can we learn from the professional knowledge and experiences of Aboriginal teachers who teach in public schools about how to better promote and support the success of Aboriginal students?” The study interviewed 59 Aboriginal teachers (49 female and 10 male) teaching in public schools across the country. They described various ways in which they experienced racism, reporting that on some occasions a disregard for their qualifications and capabilities, and for Aboriginal content and perspectives; a lowering of expectations of Aboriginal students; and a discounting of the effects of colonization and oppression on Aboriginal people. Institutional responses to racism were often seen as inadequate, they said, leaving the burden for addressing racism on Aboriginal teachers. Although these teachers encountered a variety of adverse circumstances, they remained committed to making a difference in education, the survey said. Participants in the study “highly-valued” those non-Aboriginal colleagues who accepted them as equal, helping them to succeed and offering validation for the work and perspective they as Aboriginal teachers brought to the profession, the survey found. More than one third of the teachers surveyed had 20 or more years of teaching experience, and half were graduates of Aboriginal programs, including Aboriginal teacher education programs. “The continuing goal of the study is to promote ongoing dialogue and learning about Aboriginal education within teacher organizations and the broader educational community,” said CTF president Mary-Lou Donnelly. “Study participants identified several ways to support the integration of Aboriginal curriculum in the school system, including the acquisition of Aboriginal curriculum and materials, adequate support for the teaching of Aboriginal content and perspectives, supportive and understanding school administrators, the acceptance of Aboriginal teachers as fellow professionals, and the hiring of more Aboriginal teachers and professionals. “Overwhelmingly, the Aboriginal teachers who participated in this study valued the opportunity to be heard, to hear each other and to be a part of an effort that hopes to promote change,” Donnelly added. The study was commissioned by the CTF and its advisory committee on Aboriginal education, and funded by the Canadian Council on Learning (CCL). Founded in 1920, CTF is a national alliance of teacher organizations that represent nearly 200,000 elementary and secondary school teachers across Canada. Top of Page |
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September 2, 2010, 8:22 am |