How much culture is enough? Inuit teachers’ perceptions on the state of Inuit culture in Nunavik classrooms

Abstract

This paper highlights findings of a survey conducted with the Kativik School Board, Canada, to gain insight into the perceptions of Inuit teachers concerning how Inuit culture is taught in the classroom. While findings indicate that teachers are integrating Inuit culture to varying degrees, roughly half of respondents suggest that not enough Inuit culture is being taught. Responses additionally suggest that attempts to articulate culture in schools should consider teachers’ access to cultural knowledge, the creation of effective learning spaces, and the inclusion of community Elders.

Keywords:

• culture
• teachers
• teaching practice
• Inuit
• Nunavik

Acknowledgements

I would like to thank Ludger Müller-Wille for his comments on earlier drafts and also the anonymous reviewers for many helpful suggestions that improved the structure and discussion of the paper.