She Can Bother Me, and That’s Because She Cares - What Inuit Students Say About Teaching and Their Learning

Oct 15, 2026

Investigation of northern Qikiqtani (Baffin Island) Nunavut Inuit middle-years (grades 5–8) students examines perceptions of learning success through interviews, conversations, questionnaires, and observations, with emphasis on science learning. Results show that key contributors to successful learning are culturally located, and students value teachers who care both as people and as learners’ performers. A student-informed profile identifies characteristics of effective teachers in Inuit schools to promote learning in a positive environment. The study also frames policy-driven culture-based education within Nunavut’s Education Act and classroom-level pedagogy.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages37

Reading Time1 h 33 min

AccessFree to download

Introduction

Cultural denial and the need for classroom understanding

Research questions

Culturally Responsive Teaching

Definition and instructional relevance

“She Can Bother Me, and That’s Because She Cares”: What Inuit Students Say About Teaching and Their Learning Brian Lewthwaite & Barbara McMillan University of Manitoba In this study, we have investigated, through interviews, conversations, question‐ naires, and observations, perceptions of learning success of northern Qikiqtani (Baffin Island) of Nunavut Inuit middle years (grades 5‐8) students and the classroom ped‐ agogy influencing their success, in particular their learning in science. Most of the processes identified as contributors to successful learning were culturally located. Students also placed importance on teachers who cared not only for them as people, but also for their performance as learners. Based upon students’information, we have presented a profile of the characteristics of effective teachers in Inuit schools to pro‐ mote learning within a positive environment. Key words: Nunavut, culturally responsive teaching, social and interactive processes, Qikiqtani (Baffin Island) Les auteurs ont étudié, à l’aide d’entrevues, de conversations, de questionnaires etd’observations, les perceptions d’élèves de 5e à 8e année sur l’île de Baffin au Nunavut au sujet des facteurs entrant en jeu dans leur réussite scolaire, notamment en sciences. La plupart des facteurs identifiés étaient reliés à la culture locale. Les élèves accor‐ daient en outre de l’importance aux enseignants qui se souciaient d’eux non seule‐ ment comme personnes mais aussi comme apprenants. À la lumière des entrevues effectuées, les auteurs brossent un tableau des caractéristiques d’enseignants efficaces qui réussissent à promouvoir l’apprentissage dans des écoles inuites, dans un envir‐ onnement positif. Mots clés : Nunavut, enseignement adapté à la réalité culturelle, processus sociaux et interactifs, Qikiqtani (île de Baffin). CANADIAN JOURNAL OF EDUCATION 33, 1 (2010): 140‐175 ©2010 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation The establishment of the territory of Nunavut in 1999 emanated from a deep‐rooted and overwhelming call through years of lobbying by the Inuit of northern Canada to move towards self‐governance in all aspects of Inuit society. In no context was there greater resonance of voice for self‐determination than in the domain of education. Through the estab‐ lishment of Nunavut, Inuit gained self‐rule and control in policy over their own institutions, including schools. Since 1999, Nunavut has moved to establish the Education Act (Government of Nunavut, 2008) to set the course for future developments in education across Nunavut. As Ed Picco (2006), the past Minister of Education, purported in legitimizing the length of time it had taken to come to a collectively accepted docu‐ ment,“Nunavummiut1 want a made‐in‐Nunavut Education Act that re‐ flects Inuit values and culture. We want to ensure [it provides the foun‐ dation for] the best quality of education for our children”(p. 2) . With the establishment of Nunavut and, ultimately, the Education Act, the territory faces the challenge of reversing assimilation and regain‐ ing a sense of identity, especially within classroom experiences that in‐ fluence the education of Inuit children. The Government of Nunavut Department of Education (GN) has identified “culture‐based education”as one of the foundational principles for school development. The GN policy requires organizations within Nunavut communities to create ac‐ tivities that preserve, promote, and enhance their culture, including arts, heritage, and language. This policy, based upon the principle that cul‐ ture, in all its expression, provides a foundation for learning and growth, and that the GN should support individuals, organizations, and com‐ munities to promote, preserve, and enhance their culture (Government of Nunavut, 2005) . The underlying premise of culture‐based education is that the educational experiences provided for children should reflect, validate, and

FAQs

What factors influence learning success for Nunavut Inuit students in this study?

Students identify contributors to success as culturally located processes, and they emphasize teachers who care for them both as people and as learners.

Which students and grade levels are examined?

The study focuses on northern Qikiqtani (Baffin Island) of Nunavut Inuit middle-years students in grades 5–8.

How does the study connect culturally responsive teaching to classroom practice?

It defines culturally responsive teaching as using students’ cultural knowledge, prior experiences, frames of reference, and performance styles to make learning more relevant and effective.

Oct 15, 2026

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