Blimkie, MelissaVetter, DianeHaig-Brown, Celia2019-02-262019-02-262014-10-09Brock Education: A Journal of Educational Research and Practice, 23(2) (2014): 47-66.2371-7750http://hdl.handle.net/10315/35749https://doi.org/10.26522/brocked.v23i2.384This exploratory case study shares teacher candidates’ perspectives and experiences of an Aboriginal infusion at York University’s Faculty of Education field site in Barrie, Ontario. For this initiative, Aboriginal content and pedagogies were infused throughout placements and courses of the mainstream teacher education program. Teacher candidates shared that the Infusion prepared them to teach Aboriginal content in culturally respectful and meaningful ways by providing them with a foundation to build on and helping them to develop teaching practices inclusive of diverse ways of knowing and being in the world. These findings may be useful to other educators developing and implementing their own infusion initiatives.enAttribution-NonCommercial-NoDerivs 2.5 CanadaAttribution 4.0 International (CC BY 4.0)Aboriginal infusionMainstream teacher educationTeacher candidate learning journeysArticlehttps://journals.library.brocku.ca/brocked/index.php/homehttps://journals.library.brocku.ca/brocked/index.php/home/article/view/384