Heightening Awareness and Strengthening Relationships: Implications of Public Policy for Aboriginal Students, Communities and Teachers

This paper presents a qualitative analysis of an innovative project that brought together two school boards, principals, teachers, an Aboriginal Education and Research Centre, the respective Aboriginal communities and a team of researchers in the Province of Ontario in Canada. The data are the result of seven community forums held across the coterminous Catholic (separate) and public school districts where the community and the educators discussed public educational policies related to Aboriginal education. Using grounded theory analysis, the researchers identified three areas of concern: Aboriginal students’ cultural authenticity, teachers’ professional capacities and improving relationships. Coming from the voices of the Aboriginal community was the idea that each of the three areas further teachers’ understanding of Aboriginal students’ needs and preferences. We conclude with a discussion how educational policy and different ways of thinking can affect teacher education practices and the identities of teachers themselves.