Academic discourse relating to the cultural relevance of indigenous education is ever expanding both nationally in Canada and internationally. Reflecting upon recent research data as well as lived experience as a teacher educator in Nunavut, I offer a critique of some well-established beliefs connected to considerations of culturally appropriate schooling within indigenous school contexts. Specifically, the relationships between cultural relevance and sameness, place and community are explored in a discussion of educational change within the Canadian arctic territory of Nunavut. (Contains 1 footnote.)