Are You Providing an Education that Is Worth Caring About? - Advice to Non-Native Teachers in Northern First Nations Communities

Oct 15, 2026

This article explores how non-Native teachers in First Nations communities develop culturally relevant teaching practices. Evidence comes from a qualitative study that asked First Nations and non-Native educators what non-Native teachers need to know to support success for First Nations students. Drawing on participants’ personal stories, the article highlights advice centered on self-reflection, communication, and community engagement, along with adopting the right attitude to create meaningful learning environments.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages25

Reading Time1 h 3 min

AccessFree to download

Abstract

Culturally Relevant Teaching Practices

Evidence and Study Approach

Key Recommendations and Implications

Introduction

Ongoing Challenges in Northern First Nations Communities

Teacher Preparation and Cultural Disconnects

Community Knowledge and Place-Conscious Teaching

Are You Providing an Education that Is Worth Caring About? Advice to Non-Native Teachers in Northern First Nations Communities Melissa Oskineegish Lakehead University Abstract This article explores the development of culturally relevant teaching practices of nonNative teachers in First Nations communities. The findings were gathered from a qualitative study that asked First Nations and non-Native educators what they believed non-Native teachers needed to know about cultivating student success for First Nations students. Based on participants’personal stories, suggestions, and advice, this article encourages non-Native teachers to enrich their teaching practices through self-reflection, communication and community engagement, and the right kind of attitude. Participants suggest that these activities can help non-Native teachers create a learning environment that is meaningful to the students they teach. Keywords: culturally relevant teaching, First Nations education, teacher development Résumé Cet article explore les méthodes pédagogiques adaptées aux différences culturelles que développent des enseignants non autochtones au sein de communautés des Premières Canadian Journal of Education / Revue canadienne de l’éducation 38:3 (2015)©2015 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation [www.cje-rce.ca](www.cje-rce.ca) Nations. Les résultats présentés proviennent d’une étude qualitative dans le cadre delaquelle des enseignants autochtones et non autochtones se sont vu demander ce que, à leur avis, des enseignants non autochtones ont besoin de savoir afin de promouvoir laréussite scolaire de leurs élèves autochtones. Basé sur les témoignages, les suggestionset les conseils des participants, cet article encourage les enseignants non autochtones à enrichir leurs méthodes pédagogiques par la réflexion personnelle, la communication et l’engagement communautaire, et l’adoption d’une bonne attitude. Les participants croient que cela peut aider les enseignants non autochtones à créer un milieu d’apprentissage qui est pertinent pour leurs élèves. Mots-clés : enseignement adapté aux réalités culturelles, éducation des autochtones, perfectionnement des enseignants Canadian Journal of Education / Revue canadienne de l’éducation 38:3 (2015) [www.cje-rce.ca](www.cje-rce.ca) Introduction The education of First Nations students in remote communities in northern Ontario remains an ongoing concern (Agbo, 2011; Oskineegish & Berger, 2013; Watt-Cloutier, 2000). According to the 2012 education report published by the NishnawbeAski Nation (NAN), 1 students in remote communities in northern Ontario face greater challenges than students in urban settings due to insufficient funding, a high turnover rate of teachers, and frequent school closures. A large number of teachers who are hired to teach in First Nations schools are non-Native with varying experiences of living and teaching in remote First Nations communities (Anderson, Horton, & Orwick, 2004; Taylor, 1995) . Research on non-Native teachers in remote First Nations and Inuit communities suggest that many of the difficulties that teachers experience stem from a lack of training and preparation in culturally appropriate practices, a disconnection from community, and feelings of isolation (Agbo, 2006; 2007; Berger & Epp, 2007; Harper, 2000). Compounded by the poor socio-economic conditions within some of the communities, the challenges of living and teaching in the North can feel overwhelming to many non-Native teachers. And yet, when these challenges monopolize conversations about teaching in First Nations communities, it can conceal the growing strength and expertise that also exists in remote schools and communities. Local First Nations teachers, education assistants, principals, and school board members are a tremendous resource for pedagogical mentorship for non-Native teachers new to a community. Their knowledge and experie

FAQs

What problem does the article focus on for Northern First Nations education?

It addresses ongoing concerns about educating First Nations students in remote northern communities, including staffing challenges and insufficient culturally appropriate preparation for many non-Native teachers.

How were the article’s findings gathered?

The findings come from a qualitative study that asked First Nations and non-Native educators what non-Native teachers need to know to cultivate student success.

What advice does the article emphasize for non-Native teachers?

It emphasizes self-reflection, communication, and community engagement, alongside having the right attitude, to help teachers build meaningful, culturally relevant learning environments.

Oct 15, 2026

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