Indigenous teachers: Narratives of identity and change

This study explores personal and professional identities of nine lndigenous teachers in the lower mainland of British Columbia. It examines their views of "who they are'' and the impacts of family, community and educational experiences. A narrative inquiry approach, employing in-depth interviewing and openended questions, was used to initiate collaborative and dialogical relationships with participants. These methods draw on the principles of research as praxis that encourage people to develop deeper understanding of their situations through self-reflection. Great diversity among teachers was apparent, nevertheess, several common themes, relating to marginalization and a passionate commitment to change, emerged. These themes are: 1) The impact of official discourses of identity, 2) Bi-racial identities, 3) experiences with racism in the community, in teacher education and in the workplace, 4) devaluing of lndigenous programs and curricula, 5) being an educator not only for children but an educator for colleagues, 6) competition among the oppressed, and 7) obligation to other lndigenous teachers and school workers, as well as an obligation to their communities.