Dr. Paul Berger
Dr. Paul Berger's dedication to his research has brought him all the way up to Nunavut - where he's seeking solutions to core problems in education.
The Lakehead education professor explains how while the territory is facing a severe teacher shortage, Inuit comprise 85% of Nunavut's population, yet make up less than 30% of the teaching force.
While this differential contributes to the shortage, Dr. Berger also believes that the high number of Quallunaat, or non-Inuit teachers, leads to continuing colonialism in the classroom.
"I contend that Nunavut needs Inuit teachers to decolonize schooling and help make Nunavut schools into Inuit schools."
As well as emphasizing an extreme need for non-Inuit teachers to demonstrate a respect for Inuit culture and act as role models, Dr. Berger is currently exploring what high school students think about a career in teaching and what may deter them from considering this option. Collaborating with 6 teacher education students in Nunavut, his team has interviewed 140 youth in 11 communities.
Prior to this initiative, Dr. Berger pursued a project called 'Finding Inuit Math', which endeavoured to challenge the outrageous stereotype that Inuit people are not good at doing mathematics.
Dr. Berger has found his experience of working with Inuit teacher education students to be very rewarding. Three of his student researchers even joined him in Akueyri, Iceland to present their findings at the 7th International Congress on Arctic Social Sciences. "That was a great experience in a country filled with waterfalls and hot springs."
Also a professor of critical pedagogy, Dr. Berger pushes his students to challenge existing problems in education and seek solutions. One of his students is examining the importance of land in the learning and health of Anishinaabe youth, and another is seeking how to help teachers learn to teach in culturally responsive ways within First Nations communities.
Dr. Berger is also highly encouraging of curiousity, and believes that those who ask many questions often thrive in graduate studies. "It is a privilege being part of a student's curiosity, and I remember my own master's thesis as the most rewarding school work I ever did."