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 Indigenous peoples to self-government within the country of Canada and the right of the Indigenous peoples to define the goals of education for their children.

Education has been identified as being critical in improving the lives of Indigenous peoples and addressing long-standing inequities. CTF recognizes the essential need to implement a more inclusive role and successful educational experience for both Indigenous teachers and learners. CTF is also very mindful of the positive results that can accrue for non-Indigenous teachers and students from an education milieu that embraces knowledge and understanding of Indigenous 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 Indigenous 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 Indigenous teachers in public schools by exploring with the four interrelated aspects:

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

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