Abstract
This paper explores ways in which Aboriginal students from an Aboriginal school in western Canada take an ethical stance whereby they apply concepts of privacy and confidentiality when dealing with or storying cultural experiences in the school context. The question that guides this paper is the extent to which Aboriginal students choose to protect their cultural experiences from the formal school setting by taking an ethical stance through which they express their Aboriginality relationally and informally rather than explicitly. I suggest that this ethical stance is related to cultural loyalty as a way of living authentically and relationally in the world, which means living with, rather than enduring or living against, the complexities of today’s world. I argue that cultural loyalty has three voices: an ancestral voice, a relational voice and an ethical voice.
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