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Teaching Education Volume 18, 2007 - Issue 4
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Disrupting Molded Images: Identities, responsibilities and relationships—teachers and indigenous subject material

Susan D. Dion York University, CanadaCorrespondence[email protected]
Pages 329-342 | Published online: 05 Jun 2008

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Ella Mattila, Jyri Lindén & Johanna Annala. (2023) On the Shoulders of a Perfect Stranger: Knowledge Gap About the Indigenous Sámi in the Finnish Teacher Education Curriculum. Race Ethnicity and Education 0:0, pages 1-17.
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Leyton Schnellert, Sara Florence Davidson & Bonny Lynn Donovan. (2022) Working towards relational accountability in education change networks through local indigenous ways of knowing and being. Cogent Education 9:1.
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Stephanie Anderson & Emily Keenlyside. (2021) Art Museums and Exclusionary Visions of Nationhood: The Possibilities for Docent Training. Journal of Museum Education 46:3, pages 375-392.
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S. Anderson. (2020) Unsettling national narratives and multiplying voices: the art museum as renewed space for social advocacy and decolonization – a Canadian case study. Museum Management and Curatorship 35:5, pages 488-531.
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Anne Godlewska, Wanda Beyer, Scott Whetstone, Laura Schaefli, John Rose, Breah Talan, Sean Kamin-Patterson, Christopher Lamb & Melissa Forcione. (2019) Converting a large lecture class to an active blended learning class: why, how, and what we learned. Journal of Geography in Higher Education 43:1, pages 96-115.
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Laura M. Schaefli, Anne M. C. Godlewska & John Rose. (2018) Coming to know Indigeneity: Epistemologies of ignorance in the 2003–2015 Ontario Canadian and World Studies Curriculum. Curriculum Inquiry 48:4, pages 475-498.
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S. Anderson. (2018) The construction of national identity and the curation of difficult knowledge at the Canadian Museum for Human Rights. Museum Management and Curatorship 33:4, pages 320-343.
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Anne Godlewska, John Rose, Laura Schaefli, Sheila Freake & Jennifer Massey. (2017) First Nations, Métis and Inuit presence in the Newfoundland and Labrador curriculum. Race Ethnicity and Education 20:4, pages 446-462.
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Lilach Marom. (2017) “We have to be really careful with what we say”: Critical discourses across difference in pre-service teacher education. Review of Education, Pedagogy, and Cultural Studies 39:2, pages 161-189.
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Elizabeth Pittard. (2015) Who does critical pedagogy think you are? Investigating how teachers are produced in critical pedagogy scholarship to inform teacher education. Pedagogies: An International Journal 10:4, pages 328-348.
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Marc Higgins, Brooke Madden & Lisa Korteweg. (2015) Witnessing (halted) deconstruction: white teachers’ ‘perfect stranger’ position within urban Indigenous education. Race Ethnicity and Education 18:2, pages 251-276.
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Lynne Wiltse, Ingrid Johnston & Kylie Yang. (2014) Pushing Comfort Zones: Promoting Social Justice Through the Teaching of Aboriginal Canadian Literature. Changing English 21:3, pages 264-277.
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Brooke Madden & HeatherE. McGregor. (2013) Ex(er)cising Student Voice in Pedagogy for Decolonizing: Exploring Complexities Through Duoethnography. Review of Education, Pedagogy, and Cultural Studies 35:5, pages 371-391.
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Verna St. Denis. (2011) Silencing Aboriginal Curricular Content and Perspectives Through Multiculturalism: “There Are Other Children Here”. Review of Education, Pedagogy, and Cultural Studies 33:4, pages 306-317.
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Lisa Korteweg, Ismel Gonzalez & Jojo Guillet. (2010) The stories are the people and the land: three educators respond to environmental teachings in Indigenous children’s literature. Environmental Education Research 16:3-4, pages 331-350.
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Jenni Conrad. (2022) Structures for Indigenous sovereignty in research: Disrupting settler colonial methods and relations in research partnerships. Qualitative Research 23:6, pages 1594-1619.
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James Miles. (2019) TEACHING HISTORY FOR TRUTH AND RECONCILIATION: THE CHALLENGES AND OPPORTUNITIES OF NARRATIVITY, TEMPORALITY, AND IDENTITY. McGill Journal of Education 53:2.
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Lisa Korteweg & Tesa Fiddler. (2019) UNLEARNING COLONIAL IDENTITIES WHILE ENGAGING IN RELATIONALITY: SETTLER TEACHERS’ EDUCATION-AS-RECONCILIATION. McGill Journal of Education 53:2.
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Adi Burton. (2018) Facing the Perfect Stranger. Philosophy of Education 74, pages 171-184.
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Renée E. Mzinegiizhigo-kwe Bédard. 2018. Exploring the Toxicity of Lateral Violence and Microaggressions. Exploring the Toxicity of Lateral Violence and Microaggressions 75 101 .
ÖZLEM SENSOY & ROBIN DiANGELO. (2017) “We Are All for Diversity, but . . .”: How Faculty Hiring Committees Reproduce Whiteness and Practical Suggestions for How They Can Change. Harvard Educational Review 87:4, pages 557-580.
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Lilach Marom. 2017. At the Intersection of Selves and Subject. At the Intersection of Selves and Subject 19 29 .
Brooke Madden. (2015) Pedagogical pathways for Indigenous education with/in teacher education. Teaching and Teacher Education 51, pages 1-15.
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Lynne Wiltse. (2015) Not just ‘sunny days’: Aboriginal students connect out-of-school literacy resources with school literacy practices. Literacy 49:2, pages 60-68.
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Cash AhenakewVanessa De Oliveira AndreottiGarrick CooperHemi Hireme. (2014) Beyond Epistemic Provincialism: De-provincializing Indigenous resistance. AlterNative: An International Journal of Indigenous Peoples 10:3, pages 216-231.
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Laura M. Schaefli & Anne M.C. Godlewska. (2014) Ignorance and historical geographies of Aboriginal exclusion: Evidence from the 2007 Bouchard-Taylor Commission on Reasonable Accommodation. The Canadian Geographer / Le Géographe canadien 58:1, pages 110-122.
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