“Double culturedness”: the “capital” of Inuit nurses

Figures & data

Table I Themes emerging through analysis

Example of quote	Sub-theme Habitus	Theme	Overarching theme
a) It is tremendously difficult to translate those theories to an Inuit language … I believe that we work with 2 things in our brains simultaneously … I understand this theory in a Southern language, I am not able to translate it into an Inuit language … Although I act on it as an Inuk, I just have the Southern understanding with me all the time (T32:185).	a) Bilingualism	Double-culturedness	Embodied cultural capital
b) My parents were with the Southern teachers and principals a lot and were accepted among them and I probably learned Southern ways through that interaction. That may be why I feel very comfortable in both cultures (T48:30).	b) Bi-ethnicity
a) When I speak an Inuit language then we can speak professionally but we can also revert to something more intimate (T30:395).	a) Inuit use and mastery of Inuit language	Language across cultures	Embodied cultural capital
b) When I speak a Southern language I talk about something I have learned … through my education, professional language. Something that is tied to something rational (T30:395).	b) Inuit use and mastery of Southern language
a) It is not always that my patients need to say anything. By looking at them one can see how they feel (T20:193).	a) Inuit use and mastery of Inuit body language	Body language	Embodied cultural capital
b) The body language is very important. Many Southerners think that if we move our eyebrows up and down a little it means something kinky, but that is not it. It is a way of communicating (T29:310).	b) Southern Use and mastery of Inuit body language
a) The Inuk teacher does it in a way so that we are all equal. An Inuk teacher does not act as if he or she is the teacher, something special, an authority (T6:211).	a) Inuit pedagogy/ learning	Learning/pedagogical preferences	Embodied cultural capital
b) This Southern teacher, she always has a program for the day … everything is very scheduled. That is difficult, because you can't always follow the schedule (T7:379).	b) Southern pedagogy/learning