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Community  \nDawn Burleigh  \nUniversity of Lethbridge  \nAbstract  \nThis article explores how teachers negotiate their roles and relationships in a Northern Ontario First Nations community. Through a case study approach, utilizing interviewsand focus groups with 15 participants, I constructed four categories: (1) pedestal people,(2) educational transitioners,(3) relationship builders, and (4) community integrators, for the purpose of explaining the ways in which teachers navigate their roles and relationships in the community and the implications for their work as teachers. I argue that community integrators embody an understanding of Indigenous approaches, centralized in relational knowing and being, and model a practice most efficacious for Indigenous student success.  \nKeywords: Indigenous education, relationships, teachers’work  \nCanadian Journal of Education / Revue canadienne de l’éducation 43:3 (2020)©2020 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nRésumé  \nCet article explore la manière dont les enseignants négocient leurs rôles et leurs rela  \ntions dans une communauté des Premières Nations du nord de l’Ontario. En utilisant une approche basée sur des études de cas, par le moyen d’entretiens individuels et de groupes de discussion composés de 15 participants, je distingue quatre catégories : (a) les personnes sur un piédestal,(b) les éducateurs en transition,(c) les bâtisseurs de relations, et (d) les intégrateurs de communauté, pour expliquer les façons dont les enseignants gèrent leurs rôleset leurs relations dans la communauté, et les implications pour leur travail en tant qu’enseignants. Je soutiens que les intégrateurs de communauté incarnent une compréhension des approches autochtones centralisée sur la relation de l’être et du savoir, et modélisent unepratique plus efficace pour la réussite des étudiants autochtones.  \nMots-clés : éducation autochtone, relations, travail des enseignants  \nCanadian Journal of Education / Revue canadienne de l’éducation 43:3 (2020) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nStudy after study demonstrates the pressing need to improve the educational achievements and experiences of Indigenous students (Assembly of First Nations, 2012; Auditor General of Canada, 2000; Canadian Council on Learning, 2009; Richards, 2008; Richards & Scott, 2009) . Policies such as the Ontario First Nation, Métis and Inuit Education Policy Framework (Ontario Ministry of Education, 2007) recommend culturally relevant teaching strategies and varied pedagogical approaches to improve achievement ofIndigenous students, and the Association of Canadian Deans of Education’s (ACDE) Accord on Indigenous Education (2010) emphasizes the centrality of improved teacher education. These approaches make sense given that the research literature shows a strong correlation between student success and effective teaching and teacher quality (Chell et al., 2009; Darling-Hammond, 2000; Rowe, 2007). Furthermore, stability in the teaching force is important because teacher attrition has a negative outcome for students by compromising trust and disrupting school dynamics (York-Barr et al., 2007) . It can be concluded, then, that student success and the implementation of social policies targeted at Indigenous students converge in the work of teachers. Surprisingly, however, there is little research exploring the role of teachers and their work in Indigenous education, particularly from the perspective of teachers themselves. This creates a significant gap in understanding the challenges facing Indigenous education, particularly in northern communities.  \nThe compelling literature on the effective teaching and educational success of Indigenous students is increasingly framed within the relational complexities of colonization, self-determination an","cbCailf6h8Ryyo3a","https://ap.wps.com/l/cbCailf6h8Ryyo3a","pdf",348139,26,"English","# Introduction\n## Indigenous education challenges and policy context\n## Relational foundations for Indigenous student success\n## Teacher–student relationships in practice\n# Case-study approach and analytical categories","[{\"question\":\"What is the article’s main focus about teachers in the community?\",\"answer\":\"It explores how teachers negotiate their roles and relationships in a Northern Ontario First Nations community and what that means for their teaching work.\"},{\"question\":\"How was the study conducted and how many participants took part?\",\"answer\":\"The article uses a case-study approach with interviews and focus groups involving 15 participants.\"},{\"question\":\"What four categories does the author use to explain teachers’ navigation of roles and relationships?\",\"answer\":\"The categories are pedestal people, educational transitioners, relationship builders, and community integrators.\"}]","Understanding Roles and Relationships: Teachers’ Work in a Northern Ontario Remote First Nations Community - Article Findings | PDF",1792082433,66]