In Nunavik, Inuit territory north of 55e parallel to Quebec, students learn in a context different from that which prevails further south. While there are big challenges in schools — and in communities — there are also small miracles every day. The duty offers you a series of reports on this unique education system. Today: how schools are trying to reduce the impact of socio-economic problems on learning.
Sunday afternoon, in Salluit. The barking of dogs mingles with the purring of snowmobiles. The whole village seems to have gathered in the Ikusik high school gymnasium for the soccer final between students from different Nunavik communities. Soccer, like sport in general, is popular with students. And the teachers use this interest to hook them back to school…and to life.
“Instead of thinking about smoking or committing suicide, they come here to play soccer,” proudly says Sébastien Pongui Bayette, math and science teacher in 7e year and instigator of this very first soccer tournament north of 55e parallel.
For the past three months, the young people have been spending all their weekends at school for training sessions. Their efforts paid off: the Salluit team won the gold medal. But what makes the teacher even prouder is to realize that he has succeeded, thanks to this event, in encouraging regular attendance, and even in hanging up some of them. “We have students who no longer came and who have returned to school to participate in the tournament. »
Sébastien is not the only teacher in Nunavik to use the words “safe space” to designate the school. In communities where the houses are overcrowded and where there are no cinemas or restaurants, many see the school as a refuge, an anchor point. School principals are banking on this, offering a phenomenal amount of extracurricular activities.
“We have activities every day,” proudly states the principal of Ikusik high school in Salluit, Robert Chauveau, who recognizes the extraordinary commitment of teachers to this mission. “Young people like to come to school because it’s the meeting place, the social place. Their friends are there, there are activities taking place. They don’t necessarily come to school for the learning, but for the life around them. »
” Nowhere to go “
Extracurricular activities are also present at the Sautjuit school in Kangirsuk. Sai Niranjan Jyothimahalingam works there as a math tutor for Literacy Together. “My mandate is to ensure that math is not a barrier to graduation, with particular attention to young people aged 5e secondary, he explains. But in reality, if I only focus on math, I’m going to have a lot of free time. So I do a lot of extracurriculars. »
It was only natural that he became the coach of the school’s women’s volleyball team. It also organizes parties of murder ball — a popular ball game here — table game evenings and chess tournaments. “It allows them to be in a safe place, it’s a need for young people, especially since the municipal arena is closed, they have nowhere to go. »
These activities also allow him to create a bond with teenagers, who will later be more inclined to ask him for help in math, a particularly unpopular subject. “Young people have difficulty understanding what it will be for them to learn math. They repeat: “I’m going to be a youtuber, I don’t need to learn that.” And I answer them: “But you are going to make millions of dollars as a youtuber, you will have to know how to manage your budget!” »
Promising initiatives
Teachers take a lot of personal initiative to attract and keep young people in school. At Sautjuit school, for example, teacher Sylvain Boudreau completely remodeled the old music studio that served as a storage room. Old violins, accordions and ukuleles gathering dust have been replaced with brand new drums and guitars. “The students really like the music, they all want to try the drums. Seeing their enthusiasm, he built a small recording studio with them.
Sylvain is responsible for the work preparation program, which is aimed at young people in difficulty or at risk of dropping out. Over the years, he has developed iPhone repair, carpentry and catering projects. For three years now, he has operated a small engine garage (four-wheelers, snowmobiles). “I found a way to involve the students in a project that the community really needs,” he says proudly.
His greatest satisfaction is to feel integrated into the community. “At the co-op [l’épicerie], 100% of people greet me. Some people ask me if I can help them with their Skidoo. I get invited all the time to go on excursions and fishing. “You can’t come here and not get involved in community activities. You have to give back. »
It is this enthusiasm of teachers to propose unifying projects and, above all, the ease with which these initiatives can be implemented in Nunavik schools that delight the principal of Ikusik school in Salluit, Robert Chauveau. “Thousand-dollar projects that would take years to fund in the South end up here in no time. We push the limits in the community to help young people achieve their potential. »
This report was produced in part with the financial support of the Kativik School Board.