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Teaching Education Volume 20, 2009 - Issue 4
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Research and scholarship

Sticky points: teacher educators re‐examine their practice in light of a new Alberta social studies program and its inclusion of Aboriginal perspectives

Kent den Heyer Department of Secondary Education, University of Alberta, Edmonton, CanadaCorrespondence[email protected]
Pages 343-355 | Received 07 Nov 2008, Accepted 08 Jun 2009, Published online: 21 Oct 2009

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Daniela Bascuñán, Shawna M. Carroll, Mark Sinke & Jean-Paul Restoule. (2022) Teaching as Trespass: Avoiding Places of Innocence. Equity & Excellence in Education 0:0, pages 1-15.
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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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Alexa Scully. 2020. Rural Teacher Education. Rural Teacher Education 227 244 .
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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Nathalie Piquemal & Yves Labrèche. (2018) Transculturalité et enjeux éthiques liés à la diversité culturelle en contexte canadien. Cahiers franco-canadiens de l'Ouest 30:1, pages 169-191.
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Maria del Carmen Rodríguez de France, Alexa Scully & Onowa McIvor. 2018. Promising Practices in Indigenous Teacher Education. Promising Practices in Indigenous Teacher Education 87 102 .
Brooke Madden. (2015) Pedagogical pathways for Indigenous education with/in teacher education. Teaching and Teacher Education 51, pages 1-15.
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Rosalind Latiner Raby. (2010) Comparative and International Education: A Bibliography (2009). Comparative Education Review 54:S1, pages S1-S132.
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