Being Prepared: Prospective Teachers' Expectations of Addressing Indigenous Students' Needs in a Critical Literacy Framework


  • Lorenzo Cherubini Brock University


Indigenous students, prospective teachers, critical literacy, teacher education


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 account for Indigenous students’ learning needs, and to examine their own assumptions as teachers.  Among those positioned to speak of Indigenous students’ experiences in public schools are prospective teachers who complete teaching-practicums in different of schools.  This mixed-methods study focuses on the expectations of over 200 prospective teachers prior to any practicum-related experiences in the classroom.  It investigates prospective teachers’ perceptions of the extent to which their professional teacher education program will prepare them to address competently Indigenous students’ learning needs and to examine their assumptions as teachers of bicultural students. 

Author Biography

Lorenzo Cherubini, Brock University

Lorenzo Cherubini is a professor in the Faculty of Education at Brock University. Cherubini’s research is concentrated primarily in the areas of teacher development, policy analysis, and English Education and is funded by the Social Science and Humanities Research Council of Canada (SSHRC).

He has published over 100 articles and proceedings, has authored eight book chapters, written nine books and edited three others. He has also presented more than 80 refereed conference papers across Canada, the United States, Europe, South America, Asia, Africa, and Australia. Dr. Cherubini has been awarded more than $250,000 in external funding from SSHRC.


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How to Cite

Cherubini, L. (2022). Being Prepared: Prospective Teachers’ Expectations of Addressing Indigenous Students’ Needs in a Critical Literacy Framework. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 56(2/3). Retrieved from