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|Coming Full Circle: White, Euro-Canadian Teachers' Positioning, Understanding, Doing, Honouring, and Knowing in School-Based Aboriginal Education|
In Education, Vol. 20, No. 1, Summer, 2014, pp. 57-81.
Presents a narrative study that explores the research question: "What are the decolonizing processes of practicing teachers involved in a provincially funded initiative to improve schooling for urban Aboriginal students?"