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Teachers’ Work in Canadian Aboriginal Communities

Public school teachers, regardless of where they work, face ongoing challenges to balance sensitivity to the social and learning needs of the communities they serve with pressures to meet broader labor market, social, and political objectives. Contemporary educational reforms have jeopardized that balance by calling on educators to elevate learning capacities for all groups in a more efficient and effective manner while simultaneously containing tensions induced by social and economic restructuring. In the process, Andy Hargreaves emphasizes, teachers are trapped between conflicting pressures to be “both catalysts for a successful knowledge economy and effective counterpoints for some of its more socially disruptive effects.” Within communities that have historically been poorly served by schooling, teachers are also likely to be confronted with competing claims about the nature and forms of education required to enable minority populations to achieve meaningful social and economic participation. This article explores the changing, often contradictory character of teachers’ work shaped by reforms oriented to improve educational prospects for Aboriginal people in the Canadian provinces of Manitoba and Saskatchewan. Despite an extensive array of policies and programs committed to meet these objectives, the present educational “landscape” for Aboriginal people remains one in which “hope and possibility live side by side with constraint and