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Cherubini, Lorenzo – McGill Journal of Education, 2021
The education of Indigenous students in Ontario's publicly-funded schools remains concerning. Given the socio-historical marginalization of Indigenous student epistemologies in public education, it is necessary for teachers to address Indigenous students' learning needs while critically examining their own assumptions as teachers. Prospective…
Descriptors: Preservice Teachers, Expectation, Indigenous Populations, Minority Group Students
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Barrett, Joe; Cherubini, Lorenzo; Robinson, Dan – McGill Journal of Education, 2018
This paper describes results from a study that arose to explore, alongside Aboriginal teacher candidates, emerging physical education (PE) practical theory utilizing reflective journaling practices. Practical theory can be described as an individual's personal and dynamic set of values, knowledge, and experience that guides, in part, teaching…
Descriptors: Physical Education Teachers, Physical Education, Preservice Teachers, Preservice Teacher Education
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Cherubini, Lorenzo – McGill Journal of Education, 2010
This paper provides an historical and contemporary interpretation of the developmental influences that have led to the Ontario Ministry of Education's recent focus on Aboriginal educational policy in Ontario, Canada. It offers an interpretive and critical perspective on the rhetorical constructions, assumptions, and value-orientations implicit in…
Descriptors: Educational Development, Foreign Countries, Educational Policy, Social Development
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Kitchen, Julian; Cherubini, Lorenzo; Trudeau, Lyn; Hodson, Janie M. – McGill Journal of Education, 2009
This paper reports on a Talking Circle of six beginning Aboriginal teachers who discussed their roles as teachers. Participants criticized teacher education programs for not preparing them to teach in ways that are respectful of Aboriginal languages and culture. They discussed the importance of coming to know themselves and their culture. The…
Descriptors: Teacher Education Programs, Canada Natives, Beginning Teachers, Teacher Role
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Cherubini, Lorenzo – McGill Journal of Education, 2009
Preservice teacher-candidates enrolled in teacher education programs across Canada are exposed to the nuances of school organization during their practice-teaching assignments. Although the literature is full of scholarship about the concerns of new teachers, less attention has been given to school organizational factors as sources of dissonance…
Descriptors: Foreign Countries, Preservice Teacher Education, Preservice Teachers, Assignments