Priorities

  • To be a visible national voice for teachers
  • To act as a strong advocate for public education
  • To bring public attention to the need for all members of school communities to work, learn and live in a safe and healthy environment
  • To focus public and professional attention on necessary conditions for teaching and learning
  • To advocate for social justice issues

CTF recognizes the inherent right of Aboriginal peoples to self-government within the country of Canada and the right of the Aboriginal peoples to define the goals of education for their children.

Education has been identified as being critical in improving the lives of Aboriginal peoples and addressing long-standing inequities. CTF recognizes the essential need to implement a more inclusive role and successful educational experience for both Aboriginal teachers and learners. CTF is also very mindful of the positive results that can accrue for non-Aboriginal teachers and students from an education milieu that embraces knowledge and understanding of Aboriginal history, culture, language and perspective as an integral part of the learning experience.

Canadian schools, teacher organizations and teacher education programs have much to learn from the professional knowledge of Aboriginal teachers. The CTF was engaged in a research study, funded by a grant from the Canadian Council on Learning which helped to describe the work of Aboriginal teachers in public schools by exploring with the four interrelated aspects:

  • their philosophies of teaching;
  • their knowledge of integrating Aboriginal content and curriculum
  • their experience of racism in education;
  • their experience with non-Aboriginal colleagues who provide support as allies in promoting Aboriginal education

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