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Coming Full Circle: White, Euro-Canadian Teachers' Positioning, Understanding, Doing, Honouring, and Knowing in School-Based Aboriginal Education
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Madden, Brooke – in education, 2014
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…
Descriptors: Indigenous Populations, Teaching Methods, Educational Practices, Canada Natives