Coming Full Circle: White, Euro-Canadian Teachers’ Positioning, Understanding, Doing, Honouring, and Knowing in School-Based Indigenous Education

摘要: This narrative study contributes to the field of school-based Indigenous education by exploring central research question: What are decolonizing processes practicing teachers involved in a provincially funded initiative improve schooling for urban Aboriginal students? Excerpts from teachers’ narratives organized using Anishinaabe medicine wheel, anchoring exploration following five directions and associated processes: teachings centre/positioning, east/honouring, south/understanding, west/doing, north/knowing. paper concludes with discussion how White, Euro-Canadian decolonization informs fields education, teacher inquiry.