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Aboriginal content and pedagogies were integrated across placements and required courses through readings, films, assignments, assessments, field trips, guest speakers, and everyday teaching practices. 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For this initiative, Aboriginal content and pedagogies were infused throughout placements and courses of the mainstream teacher education program. Teacher candidates shared that the Infusion prepared them to teach Aboriginal content in culturally respectful and meaningful ways by providing them with a foundation to build on and helping them to develop teaching practices inclusive of diverse ways of knowing and being in the world. These findings may be useful to other educators developing and implementing their own infusion initiatives.  \nKeywords: Aboriginal Infusion, mainstream teacher education, teacher candidate learning journeys  \nMelissa Blimkie is a course director in the Faculty of Education at York University.  \n[Email: mblimkie@edu.yorku.ca](Email: mblimkie@edu.yorku.ca)  \nDiane Vetter, Ph.D., is the practicum coordinator in the Faculty of Education at York University.  \nEmail: [dvetter@edu.yorku.ca](dvetter@edu.yorku.ca)  \nCelia Haig-Brown, Ph.D., is the Associate Dean of the Office of Research and Professional Development in the Faculty of Education at York University.  \nEmail: [chaig-brown@edu.yorku.ca](chaig-brown@edu.yorku.ca)  \nFill a large glass bowl with water. Let the water represent the standard curriculum in Canadian teacher education. Notice the clarity. Now throw in a few dried beans. They represent the inclusion of Aboriginal content within existing curriculum. They change the situation minimally. The water filling the bowl remains generally unaffected. While thereis always hope that one of these beans will germinate and create more change, they have been dried for a long time. Now move to the “add a little and stir” approach and see what happens to the water with a few drops of red food colouring. Watch as the colour spreads in a pattern and then dissipates. Overall, a little tint perhaps, but barely visible to the naked eye. Now add enough red food colouring to infuse the entire body of water, the entire curriculum. See the red swirl and shimmer throughout the bowl. See that the bowl is now filled with red water. This is what we mean by infusion1. This is what happens to curriculum when you take seriously Indigenous Thought and its power to transform our teaching and learning practices.  \nIntroduction  \nIn 2008, the Aboriginal2 Infusion initiative (Infusion) was launched as part of the mainstream teacher education program at York University’s Faculty of Education field site in Barrie, Ontario (the Barrie Site) . This initiative involved infusing Aboriginal content and pedagogies in each of the required education courses and placements through academic readings, films, assignmentsand assessments, field trips, guest speakers, and everyday teaching practices. The goal was not for teacher candidates to become “experts” on Aboriginal education, but rather to provide a space to engage in learning of Aboriginal perspectives and pedagogies and to develop respectful relationships with Aboriginal people in order to assist teacher candidates in responding to the specific needs and interests of Aboriginal students in their classrooms while facilitating meaningful learning for all students. This paper shares the findings of our exploratory case study3 that investigated teacher candidates’ perspectives and experiences of the Infusion. The findings will be used to support present and future development and implementation of the Infusion. We hope sharing what we have learned may assist other education programs across the faculty, province, and elsewhere to consider developing and implementing the","cbCailghxX1TzIkj","https://ap.wps.com/l/cbCailghxX1TzIkj","pdf",634159,"English","# Abstract\n# Introduction\n# Why Infusion? Why Now?","[{\"question\":\"What is the Aboriginal Infusion initiative described in the study?\",\"answer\":\"The study describes an Aboriginal Infusion initiative integrated into York University’s mainstream teacher education program at the Barrie field site, embedding Aboriginal content and pedagogies across courses and placements.\"},{\"question\":\"How were Aboriginal content and pedagogies integrated into teacher education?\",\"answer\":\"They were infused through academic readings, films, assignments and assessments, field trips, guest speakers, and everyday teaching practices within required education courses and placements.\"},{\"question\":\"What outcomes did teacher candidates report from the infusion?\",\"answer\":\"Teacher candidates reported that the infusion prepared them to teach Aboriginal content in culturally respectful and meaningful ways, helping them build inclusive teaching practices that reflect diverse ways of knowing and being.\"}]","Shifting Perspectives and Practices - Teacher Candidates’ Experiences of an Aboriginal Infusion in Mainstream Teacher Education | PDF",1792079436]