We outline the broad epistemic tendencies of Inuit and Qallunaaq1 teaching, in the context of a faculty member in the Mathematics department of a large, research-oriented Qallunaaq university. We argue that, against the recommendations of academic literature, historical support and personal experience, the South maintains a position of strong cultural assertiveness. Finally, we propose two shifts in position that centre the Inuit voice which are aimed at protecting the North and learning from it.