Universities’ Response to the Truth and Reconciliation Commission: An Analysis of how Universities Prepare Pre-service Teachers to Integrate Indigenous Knowledge and Perspectives in French-language Schools in Ontario
Bibliographic record
Abstract
This thesis explores how French-language universities in Ontario prepare pre-service teachers to engage with the colonial history of residential schools and its ongoing impacts and to integrate Indigenous perspectives and knowledge in their teaching methods. The study used the document analysis technique to review the website of the universities and gather data on i) the courses provided to pre-services teachers, ii) how they engaged the local indigenous community to support learning and iii) how they provided institutional leadership from a governance perspective in terms of refocusing their activities towards to be more Indigenous focused. The results demonstrated a limited offering of French-language courses pertaining to the history of residential schools and the ongoing impact of colonialism on Indigenous Peoples as well as a lack of activities and resources on campus that would support pre-service teachers in gaining a deeper understanding of Indigenous knowledge and perspectives. This thesis provided some suggestions to universities to better prepare pre-service teachers by providing a focus on the repatriation of lands and the legacy of residential schools within teacher education programs, as well as to the government to leverage the Strategic Mandate Agreement to provide more explicit guidelines on teaching Indigenous knowledge and perspectives within teacher education programs. Moreover, the research included a jurisdictional scan analysis of French-language teacher education programs in Western Canada. The results suggested firstly to revise the practicum component to include time spent reflecting on Indigenous knowledge and perspectives, secondly to include a dedicated time in teacher education programs classes to discuss the role of francophones in colonialism and thirdly to welcome Indigenous Elders and knowledge keepers in the classroom to provide pre-service teachers with stories and resources. Cette thèse explore la manière dont les universités francophones de l'Ontario préparent les enseignants en formation à s'engager dans l'histoire coloniale des pensionnats et ses impacts continus, et à intégrer les perspectives et les connaissances autochtones dans leurs méthodes d'enseignement. L'étude a utilisé la technique de l'analyse documentaire pour examiner le site web des universités et recueillir des données sur i) les cours proposés aux enseignants en formation initiale, ii) la manière dont elles ont impliqué la communauté autochtone locale pour soutenir l'apprentissage et iii) la manière dont elles ont assuré un leadership institutionnel du point de vue de la gouvernance en termes de réorientation de leurs activités pour qu'elles soient davantage axées sur les Premières Nations, Métis et Inuits. Les résultats ont montré que l'offre de cours en français portant sur l'histoire des pensionnats et l'impact continu du colonialisme sur les peuples autochtones était limitée et que le campus manquait d'activités et de ressources susceptibles d'aider les enseignants en formation à mieux comprendre les connaissances et les points de vue autochtones. Cette thèse propose aux universités de mieux préparer les enseignants en formation initiale en mettant l'accent sur le rapatriement des terres et l'héritage des pensionnats dans les programmes de formation des enseignants, ainsi qu'au gouvernement de tirer parti de l'accord sur le mandat stratégique pour fournir des lignes directrices plus explicites sur l'enseignement des connaissances et des perspectives autochtones dans les programmes de formation des enseignants. En outre, la recherche comprenait une analyse des programmes de formation des enseignants de langue française dans l'ouest du Canada. Les résultats ont suggéré, premièrement, de réviser la composante stage pour y inclure un temps de réflexion sur les connaissances et les perspectives autochtones, deuxièmement, d'inclure dans les cours des programmes de formation des enseignants un temps consacré à la discussion du rôle des francophones dans le colonialisme et, troisièmement, d'accueillir les aînés autochtones et les gardiens du savoir dans la salle de classe pour fournir aux enseignants en formation des récits et des ressources.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.026 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.021 | 0.009 |
| Scholarly communication | 0.008 | 0.003 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".