Coming full circle : non-Aboriginal teachers' narratives of their engagement in urban Aboriginal education

Abstract

Current Aboriginal researchers address how Eurocentrism construsts and reinforces a set of normative and oppressive "educational" values that do not recognize or include Indigenous epistemologies. A few studies are emerging that focus on Euro-Canadian teacher educators' attempts to examine their deeply rooted Eurocentrism in order to shift towards decolonizing their practices as well as assist their teacher candidates in doing the same. Little research, however, inquires into the authentic unstructured decolonization of non-Aboriginal in-service teachers.