She always wanted to be a teacher, but her curiosity has taken her down a different and exciting path. Starr MacLean is originally from Coral Harbour, Nunavut and was also raised in Fort Resolution, Northwest Territories. An Inuk student, she’s pursuing her Master’s degree in educational policy studies with a specialization in Indigenous peoples’ education at the University of Alberta, where she also received her Bachelor of Education through the Aboriginal Teacher Education Program. She focuses on Inuit education, access to post-secondary education and the racialization of Inuit students within post-secondary institutions. She also works as a student mentor with the Inunnguqsaivik Learning Community.

This semester, MacLean and a friend created their own independent study called Inuit Perspectives in Education, creating their own assignments to meet their funding requirements as an extra spring class. She’s also taking Indigenous Issues in Education, a course where she had the chance to go back to her home community and interview community members about the community’s education issues. Diving into research has been exciting.

When MacLean first started university, it was to fulfil her lifelong dream of becoming a teacher, but she later considered applying for her master’s degree to look more deeply at the structural issues and the policy side of education. Not feeling ready to be a teacher yet, she applied and was accepted.

Something MacLean saw was the way friends and peers finished high school and wanted to proceed to post secondary, only to find out that they hadn’t completed the right courses because they simply were not available in their home community due to a lack of teachers and resources. She was aware that she could have easily ended up in the same situation herself had she attended high school in Coral Harbour and not Fort Resolution like she did.

MacLean had access to the Northern Distance Learning Program where she could take the courses that would be accepted by post-secondary institutions. Because of the pandemic, she completed her first year of university online, allowing her to make friends before arriving on campus. Nervous about moving away for school at just eighteen years old and enjoying online learning, completing her first year at home was ideal.

Beyond her classes, MacLean has had the opportunity to work as a teaching assistant in a university writing course, supporting first-year students with their academic writing and learning skills. Attending their classes and seeing students in small groups twice a week, she would review their assignments, provide advice and field questions. Her program allows her to incorporate sewing, beading, storytelling and her own lived experiences into presentations and assignments. She’s learned education and knowledge sharing can happen in different ways and Indigenous ways of knowing also belong in academic spaces.

At first in both of her programs, MacLean was nervous. As the only Inuk student in her classes, she’s felt isolated, out of place and at times misunderstood. Self-doubt and imposter syndrome have also been a struggle, even finding the courage to walk into the room for her first graduate studies class. Over time, she realized the value of her own lived experiences and perspectives were equal to those of her classmates. Staying connected to her family and going to each class with her best friend have helped her get through the challenges, along with remembering her “why.” She recommends the First People’s House at her school which offers food, support applying for financial aid and a place to study.

Looking back, MacLean wishes she had been told about the many bursaries, scholarships and opportunities available to students. At first, she thought she wouldn’t have a chance with all the competition or that she didn’t need to apply, but she learned how important it is to put oneself out there to get educational support. She also wishes she realized sooner how important it is to reach out for support, like the help she got from the university’s writing mentors and the Northern Youth Abroad program. If she could share a message with her younger self, it would be “You don't have to get everything figured out right away. It's okay to grow slowly and learn as you go.”

To balance her school and personal life, MacLean learned an important lesson. “Taking care of myself is just as important as getting good grades,” she explains, reflecting on the difference she’s found from getting good sleep and creating routines to stay on track. Spending time with friends, even studying together, has lowered her stress and reminded her she’s not alone. The accountability has been helpful. She also likes to participate in creative and calming activities, like beading, spending time with her puppy or calling her family. In her first degree program, she would work until burnout and quickly realized that was not a good approach. Taking breaks every half hour has been helpful.

Her advice to Indigenous youth leaving their communities to pursue their education or career would be to pursue their interests and plan. MacLean suggests doing research and having different options available in case the first plan doesn’t work out. “Just because one thing doesn't work out doesn't mean that you can't find something else that you enjoy,” she encourages.

Since starting her Master’s program, many opportunities have opened up for MacLean, like the Northern Policy School Advisory Committee, which she applied to and was accepted to. Meeting biweekly, the School looks at accessibility of policy and she gets to provide insights on their future plans. She has loved checking in on students beyond their academic progress as a teaching assistant and being part of the Inunnguqsaivik Learning Community. Next, she plans to explore applying for a PhD.

When it comes to inspiration, MacLean is a highly motivated person. She was inspired by the Aboriginal Teacher Education Program, the way all the professors and staff were Indigenous and being part of an all-Indigenous cohort. Being able to connect with people with similar backgrounds has helped her feel less alone and she’s benefited from the mutual support and shared success. She loves being part of creating more Indigenous representation within education.

After wanting to become a teacher all her life, Inuk graduate student Starr MacLean has followed her curiosity into the exciting world of educational policy research. Facing imposter syndrome and self-doubt head on, she’s found her place in the academic community and wants to keep digging deeper as she pursues her education. With so many opportunities opening up, she’s finding new ways to contribute and grow while she learns.

Thanks to Alison Tedford Seaweed for authoring this article.