Experienced Aboriginal teachers' narratives in the publicly funded school system

Abstract

The lack of literature related to the perceptions of experienced Aboriginal teachers in the publicly funded school system represented a void in knowledge. Within this Indigenous narrative study the Aboriginal teachers provided their experiences with isolation, overt and covert racism, and perseverance. Advice for improving various aspects of Native language/studies instruction and supporting relationships with colleagues, administrators, parents, and students, in publicly funded schools were also explored.