1. “But do I have the right to teach Aboriginal issues
“But do I have the right to teach Aboriginal issues?” Examining common (stated) resistances

2. Context
- Ontario Institute for Studies in Education – Initial Teacher Education Program
Approx 1000 teacher candidates
Deepening Knowledge Project

4. OUR QUESTION: What strategies are most powerful in increasing teacher candidates’ WILLINGNESS AND READINESS to incorporate Aboriginal knowledge and pedagogy into their classroom practice? Cohort: Central Option

5. Knowledge of the Histories
Entry
Midpoint
Closing
(4%)
(2%)
I have studied these histories carefully and have an extensive knowledge of the histories of Aboriginal peoples of Canada.
(10%)
(30%)
(38%)
I have fairly extensive knowledge of the histories of Aboriginal peoples in Canada.
(58%)
(64%)
(60%)
I have some knowledge of the histories of Aboriginal peoples in Canada.
(28%)
I have little knowledge of these histories.

6. Knowledge of Current Issues
Entry
Midpoint
Closing
(4%)
(11%)
(9%)
I have extensive knowledge of the current issues and events involving Aboriginal peoples of Canada.
(10%)
(38%)
(51%)
I have fairly extensive knowledge of the current issues and events involving Aboriginal peoples in Canada.
(63%)
(49%)
(40%)
I have some knowledge of the current issues and events involving Aboriginal peoples.
(22%)
I have little knowledge of these current issues and events.

7. Self-Perceived Readiness
ENTRY
MIDPOINT
CLOSING
(10%)
(13%)
Very ready
(7%)
(34%)
(48%)
Ready
(47%)
(36%)
Somewhat ready
(49%)
(6%)
Not ready

8. 1 2 3 How would you respond to: Please discuss
Why should I prioritize Aboriginal history, issues and perspectives when there are many social justice issues that the students in my classes have?
How do I fit in these Aboriginal topics when there is so little time?
 Should I start to teach about these things even if I feel I don’t know enough?
Please discuss