Recognizing that learning to teach cannot be separated from learning to inquire, I argue that teachers have specific relational and ethical responsibilities to their students, particularly in the context of a diverse society. Using my research experiences with Aboriginal people as examples, I propose an ethical framework based upon four underlying principles: a commitment to difference or to the "relational other" Levinas (1981); a respect for persons Kant (1956); a commitment to reciprocity Buber (1970); and a sense of care Noddings (1986).