%0 Journal Article
%T Disrupting Colonial Mindsets: The Power of Learning Networks
%J -
%D 2014
%X If changes that make a difference to Aboriginal learners are to be effected in public schools, then transformational change is required (Menzies, Archibald, & Smith, 2004). How is transformational change best achieved? In this article, I argue, based on a recently completed study (McGregor, 2013) that teacher learning¡ªparticularly among non-Aboriginal teachers¡ªis critical to effecting transformation in how teachers think about Aboriginal learners as well as how they plan and deliver fully inclusive learning opportunities. After outlining a theoretical framework for transformation focused on networked, inquiry-based learning and culturally inclusive practices, I explore how one particular teacher-learning network¡ªthe Aboriginal Enhancement Schools Network (AESN) in British Columbia, Canada, offers a powerful example of how teacher learning networks can enable deep and transformational change among participating teachers and leaders. I provide exemplary stories of transformation to illustrate the power of this model to effect changes in teacher beliefs and mindsets about Aboriginal learners and culturally inclusive practices. Following this, I identify several key enabling features of the AESN, including socially just, distributed forms of leadership, relational accountability (Wilson, 2008), and affiliative, catalytic models of implementation, a focus on ¡°new, strong and wise ways¡± (Halbert & Kaser, 2012, p.11) of learning, and provincial and district resources that support network learning activity. The conclusion highlights implications of this study for school jurisdictions and policy makers. Keywords: networked teacher learning; transformational change; socially just leadershi
%K networked teacher learning
%K transformational change
%K socially just leadership
%U https://ineducation.ca/ineducation/article/view/136