This paper presents an arts-integrated process for teacher educators to engage their students in critical thinking, meaning-making, and knowledge construction in order to enable pre-service teachers to analyze metanarratives that inform their teacher identities. The research team used the Parallaxic Praxis research model to frame its art-making investigations in a practice-based research process. The three researchers each created an artefact as part of their individual inquiry of the data set, comprising 90 material cloaks created by pre-service teachers, to enter into dialogue addressing the prevailing metanarratives expressed by the pre-service teacher participants.

This paper presents the major findings of a thesis submitted in partial fulfillment of the requirements for the degree of Master of Education at Lakehead University (Stock, 2011).1 An anti-oppressive pedagogical approach in a secondary classroom in Northwest Ontario was used to incorporate Indigenous rights education into the existing Civics curriculum. This research was modeled after a participatory action research framework allowing flexibility and input from participants. A curriculum unit based on the UNDRIPs was developed and implemented in the Civics classroom. The research findings support the integration of Indigenous content in the Ontario public school system at the ministry, board, teacher education, and school levels.(Baskin 2008) (Bishop 2002)