Towards cultural safety in the school environment for the Innu
This article aims to understand the school experience of Innu students in the Quebec school system from the perspective of cultural safety. Our partnership study is based on semi-structured interviews with 45 actors from 7 urban schools in the Côte-Nord region. Although awareness-raising activities, interest in cultural competency and various actions to recognize the Innu language and culture are positive, the schools put a “weak” cultural safety into practice. Moving towards “strong” cultural safety involves a long-term investment and the cocreation of practices that build on strengths and the development of living together to engage in a redefinition of power relations.