"She Can Bother Me, and that's because She Cares": What Inuit Students Say about Teaching and Their Learning.

Abstract

In this study, we have investigated, through interviews, conversations, questionnaires, and observations, perceptions of learning success of northern Qikiqtani (Baffin Island) of Nunavut Inuit middle years (grades 5‐8) students and the classroom pedagogy 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 promote learning within a positive environment.

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