2.4 Convergence between and implications of the above discussion
While teasing out the differences between the strands of knowledge and research about teacher learning and Aboriginal pedagogy and teaching is important, it is also imperative that we consider how they might inform one another. There are several common threads that these thematic areas touch upon. These include: the importance of teacher beliefs and values as a catalyst for effecting pedagogical change, the centrality of inquiry or a critical questioning stance, the importance of learning guides or facilitators, as well as the centrality of relational ways of learning in community. After exploring these similarities, I will turn to the implications of the above, particularly in thinking through what kind of support systems may enhance and enable teacher learning about Aboriginal and non Aboriginal students. Before doing so however, it is important to acknowledge that this scholarship serves to demonstrate the complexity of the terrain of teacher learning and how to effect change in schools, school systems and the policy frameworks developed to manage such changes. As the scholars above have highlighted, and this section will reiterate, there are many ways in which teacher learning can be enabled or enhanced, providing what we have learned about deepened forms of teacher learning are integrated into these responses.