Educators’ perceptions of Aboriginal students’ experiences: Implications of provincial policy in Ontario, Canada
Abstract
This study examines the perceptions of school teachers and leaders in two public school boards in Ontario, Canada, in the context of recent policy related to Aboriginal education. The study’s mixed-methods design interrogated participants’ perceptions of the Aboriginal community’s relationship with their children’s school and the concept of ethical space as a strategy to improve Aboriginal students’ educational progress. The results attest to the fact that educators’ awareness of Aboriginal students’ epistemic and cultural identities is lacking. The study underscores the necessity to further inform teachers and principals of the factors that expose Aboriginal students to the isolating nature of schools.References
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