Reconceptualizing Teacher Education in Ontario:

Brant-Birioukov, Kiera; Ng-­A-­Fook, Nicholas; Kane, Ruth

doi:10.2307/j.ctvxcr8wz.5

Cited by 3 publications

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“…As a settler colonial provincial state actor, Ontario promotes ideals and attributes of citizenship that are rooted in grand narratives of peace-making, multiculturalism, and diversity, which in turn, for the most part, continue to exclude First Nations, Inuit, and Métis knowledges and conceptions of sovereignty (Brant-Birioukov et al, 2020;Stanley, 2000). Moreover, while the curriculum posits to develop inclusive forms of citizenship, such types of citizenship are premised on Commonwealth settler colonial democratic ideals and rights (Tupper, 2012(Tupper, , 2019.…”

Section: The Ontario Citizenship Education Framework: Uplifting the N...mentioning

confidence: 99%

Just Because We’re Small Doesn’t Mean We Can’t Stand Tall: A Child and Youth Rights Movement

Howell

Ng-A-Fook

2023

SSJ

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In this article, the authors share their research on a curriculum for social justice, truth, and then reconciliation as put forth by the First Nations Child and Family Caring Society (Caring Society). The Caring Society is a non-profit organization that advocates for equity and social justice for First Nations children and creates social justice educational materials for Canadian learners. The authors provide an overview of the Caring Society campaigns and educational research. More specifically, they discuss how the Caring Society is creating educational resources that center a child and youth-driven civil rights movement across the school curriculum. Such curricular and pedagogical approaches focus on truth and then reconciliation, Indigenous sovereignty, and position a social justice pedagogy. They then discuss some of the ways we might advocate relational forms of citizenship that seek to honour the truth, and then reconciliation education.

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Section: The Ontario Citizenship Education Framework: Uplifting the N...mentioning

confidence: 99%

Just Because We’re Small Doesn’t Mean We Can’t Stand Tall: A Child and Youth Rights Movement

Howell

Ng-A-Fook

2023

SSJ

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Mapping the Indigenous Postcolonial Possibilities of Teacher Preparation

Lees,

Ryan,

Muñoz

et al. 2023

Journal of Teacher Education

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In this article, a team of teacher educators collectively think through the many possibilities of how concepts such as decolonization, abolition, and fugitivity intersect with and are taken up by teacher education programs. To do so, we undertook a critical interpretive synthesis of scholarly literature spanning 2000 to 2020 to locate, examine, and organize existing examples of teacher education programs that work to transgress hegemonic colonial models of education. We revisit de Oliveira Andreotti et al.’s social cartography as a framework for comparing the theoretical foundations and social implications of each teacher education program.

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Looking Inward / Looking Outward: Experiences of White Teacher Candidates Encountering Civic Education, Social Justice, and Anti-racist Pedagogy in Two Canadian Teacher Education Programs

Bergen¹

2020

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Reconceptualizing Teacher Education in Ontario:

Cited by 3 publications

References 0 publications

Just Because We’re Small Doesn’t Mean We Can’t Stand Tall: A Child and Youth Rights Movement

Just Because We’re Small Doesn’t Mean We Can’t Stand Tall: A Child and Youth Rights Movement

Mapping the Indigenous Postcolonial Possibilities of Teacher Preparation

Looking Inward / Looking Outward: Experiences of White Teacher Candidates Encountering Civic Education, Social Justice, and Anti-racist Pedagogy in Two Canadian Teacher Education Programs

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