John Hodson

TL;DR: In this article, a crisis relevant to the publicly funded education of Aboriginal students in Ontar ‐ io is presented, which presents the details of the crisis, analyzes recent policy statements released by the Ontario Ministry of Education designed to address that crisis, and offers opportunities to respond by improving the capabilities of teachers to enact those policies in their classrooms.

TL;DR: The Ontario Ministry of Education has made a recent commitment to address the achievement gap between Aboriginal and non- aboriginal students with the release of various policy documents as discussed by the authors. Yet, there appears to be a disconnect between the policy principles and the standardized means of reconciling these differences in achievement, teacher education, and parental involvement.

TL;DR: The stress and anxiety of new teachers is a pervasive problem that impacts upon teacher preparation and retention as discussed by the authors. But the same attention has not been invested for new Aboriginal teachers, while new mainstream teacher concerns and experiences have been readily discussed in the literature.

TL;DR: In this article, the authors attend to the voices and stories of Aboriginal teachers concerning the educational needs of their communities and how teacher education can better serve them, and provide a context for understanding, they situate their stories within the context of colonization and decolonization.

TL;DR: The authors examined the experiences of teacher educators working in a community-based Aboriginal Bachelor of Education program that was developed through a university-community partnership, and five themes emerged as important in effective and culturally responsive practice by teacher education programs that serve Aboriginal teachers.