Coming Full Circle: White, Euro-Canadian Teachers' Positioning, Understanding, Doing, Honouring, and Knowing in School-Based Aboriginal Education
Articles » Scholarly, peer reviewed
Author/Creator
Brooke Madden
In Education, vol. 20, no. 1, Summer, 2014, pp. 57-81
Description
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?"