The evolution of professionalism - Centre for Policy Studies in ...

diversify their teaching skills and approaches. This trend in teacher development
called on teachers to be creative and fl exible in recognizing that the needs of students
had changed, and that teaching had changed as a result. Policy Directions also
recommended the expansion of teacher education programs and the development
of programs to address the need for teachers in rural areas. Increased funding
to universities was designed to generate more applicants for teacher education
programs with the broad goal of increasing the supply of new teachers into the
system. A forgivable loan program was to be implemented through a Rural Teacher
Education Program Fund. A consortium of universities, colleges and school districts
was invited to access a fund that was identifi ed to “initiate and operate teacher
education programs in rural areas” (1989, 17).
With regard to diversity and inclusion, Policy Directions acknowledged British
Columbia as a multicultural province and suggested this diversity of cultures
should be refl ected in educational policy and programs. Issues of race, ethnicity,
gender, and special education were acknowledged and put forward as they related
to diversity and inclusion in education. All systems were recommended to “review
their hiring and promotion practices to ensure that they are free from gender bias,
ethnic or racial bias” (1989, 23-24). Systems were expected to review prospective
teaching materials for gender, racial or cultural bias, to enhance student awareness of
gender issues, awareness of the multicultural nature of society and of the historical
foundations of society. In addition to curriculum content, Policy Directions raised
structural questions with regard to discrimination, and it was recommended that
gender equity should be reinforced through curriculum and schools.
Likewise, Policy Directions took the lead with respect to First Nations education.
Teacher education for First Nations’ educators was established in 1974 in the
Native Indian Teacher Education Program (NITEP) at UBC. While the universities
had acknowledged the importance of First Nations’ education, it was not until after
the 1988 Royal Commission Report that First Nations education was articulated
as a priority by the Ministry of Education. Policy Directions recommended that
increased support be given to what was then termed Indian Education, and there
was an acknowledgement that Aboriginal children required additional resources.
The Ministry suggested the need to work with Indian bands and councils in an
attempt to address the retention and preservation of the cultural and linguistic
heritage of Aboriginal children. In addition, the Ministry acknowledged that other
(non-aboriginal) children should learn about First Nations’ history and heritage.
These directions in First Nations education were, in part, brought about by
the recognition of the assimilation that had occurred as a result of residential
schools and the dominant societal discourses that had previously discouraged
multilingualism and cultural and racial diversity in British Columbia. Targeted
funds were identifi ed for Aboriginal education, to be used in consultation with local
communities. Curriculum development by First Nations peoples was also supported.
Independent school boards were established (e.g., for the Nisga’a Nation). In 1999,
an agreement for Aboriginal education enhancement was signed by the Chiefs’
Action Committee, the provincial Minister of Education, the federal Minister of
Indian and Northern Affairs, and the president of the BC Teachers’ Federation. The
agreement established a collaborative partnership between Aboriginal communities
16 Section 1: The West