The focus of the most currently published Canadian textbooks was on indigenous education and, to a lesser extent indigenous history and culture. The focus of the most currently published United States textbooks was on indigenous education. Both countries' textbooks focused on education. Canada's, however, focused on indigenous culture as well. Focus on history in the more currently published textbooks was limited to Canada. The education focus in the United States textbooks centered mainly around school-level discussions, such as curriculum and classroom practices. The Canadian education focus, however, was more on theories and personal experiences.

None of the Canadian textbooks discuss the indigenous worldview specifically, while three United States textbook do (although they are all versions of the same text and discuss only one tribe). In terms of cultural commonalities, both the Canadian and United States textbooks discuss historical, social, cultural, and political issues facing their indigenous populations. Some demographics are discussed in both countries. Indigenous education discussions in both the Canadian and United States textbooks list two main problems: cultural conflict between home and school cultures and education's lack of relevance to indigenous home life. (Abstract shortened by UMI.)

This study was a qualitative content analysis focusing on multicultural teacher education textbooks from Canada and the United States that have been used in Education courses. The books were either listed on a course syllabus or were confirmed as being in use by a professor. The study examined the themes regarding indigenous world view and cultural commonalities, including education as a cultural institution, present in the textbooks. The study also looked at how these issues were addressed similarly and differently within each country and between the two countries.

To better understand the manner in which teachers are educated in multicultural education, this study examined multicultural textbooks used in multicultural teacher education courses in Canada and the United States. This study was guided by the following two research questions: (1) How are teacher education textbooks in Canada and the United States addressing issues of diversity as they pertain to cultural commonalities in indigenous populations? and (2) What, if any, are the variations in content that addresses indigenous groups in textbooks within Canada and the United States?

In both countries, the most currently published textbooks were focused on education. The United States textbooks discussed indigenous education in terms of practice. The Canadian textbooks, however, discussed indigenous education in more theoretical terms.

In Canada, the more previously published textbooks were limited mainly to some discussion of history and culture, while very little on education. In the United States, the more previously published textbooks were heavily focused on education.