Community Development and Capability in Nunavik (CCDiN)

Community Development and Capability in Nunavik (CCDiN)

A collaboration between McGill School of Social Work and the CCDiN Advisory Committee

With support from Makivik Corporation and Kativik School Board

Community Development and Capability in Nunavik (CCDiN)

Two phase project 52 semi-structured interviews community meetings

Interviews focused on social problems and communal strengths Conducted in 2009 and 2010 Community liaisons identified and recruited

participants 5 communities, mix of community members

First community meeting: Kuujjuaq, Oct 2010

Profile of Interview Respondents

Kangiqsujuaq, 8

Kuujjuaq, 22

Inukjuak, 9

Puvirnituq, 6

Ivujivik, 7

Profile of Interview Respondents

Education, 14

Health/Social. Services,

11

Community Organizations,

4

Economic Development,,

4

Municipal & Regional

Government, 11

Retired & Other,

4

Police, 2Industry,

2

school board individual

family

community

school

culture

socialconditions

economic systems

government policies/

laws

sociocultural events

massmedia

extended social networks

healthboard

demographic shifts

historical events environmental changes


family

community

school

culture

socialconditions

economic systems


laws


massmedia


healthboard

demographic shifts


CULTURE

Identity at the intersection of two cultures

Social, cultural, economic, political environment of present generation of Inuit is very different than one grandparents lived in

However, traditions, Inuktitut still practiced

Importance of preserving Inuktitut

If we lose our language, we lose our life.

(…) this is such an intelligent group of people. How many kids do you know who, at age four, speak almost four, three languages? Here they almost all do. They speak Inuktitut at home, they speak English in the road, sort of English with their friends in the street, and French in school. The potential is there, I’m not sure that it’s being tapped, and I’m not sure it’s being encouraged.

Importance of preserving traditional practices

We would like to sell fish, arctic char, caribou, seal in our store, the co-op, we are not allowed to do that. We have to pay chicken and pork chop that’s available. If we have money, we can pay that. With our country food, seal meat, we want more country food compared to the chicken and pork chop... Today we have to pay [for] chicken for lunch. We have to pay [for] pork chop…Like the people in the south, they can sell their chicken in their store. But for us in the north, we are not able to sell our country food.

(…) you should know how to build an igloo in the winter time if you are not able to go back home you should be able to know how to build to stay warm and survive the cold weather. That’s very important. (…) So we like to teach the young ones how to build an igloo .

Elders as role models

I think that’s the problem: that our older people are not really there to say something. Because they think if they say something and people don’t listen, they think that they’re not going to listen to me, why should I say something? But if they do it more often, I think it’s going to help a lot.

When I was growing up, I heard a lot of old people go on the radio and telling people this is bad, this is good. And when they did that, it was a lot calmer. But now they don’t do that too often.

Reconciling Inuit and Qallunat cultures

I’m over 60...And I’m struggling with it, many people at my age, even younger, I tell them but I cannot really talk to them about what has happened before, because I am in the middle of the generation with so many changes...So, that’s why I am saying, you have to know what the root is, what the cause is, and in order to do that we have to talk and become...or be proud of our cultural identity, which is Inuk.


family

community

school

culture

socialconditions

economic systems


laws


massmedia


healthboard

demographic shifts


FAMILY

Inuit Family Strengths

Persistence of family and communal social networks

Intergenerational involvement with children

Preservation of traditional and cultural activities

Language preservation and multilingualism

Family as the Core of Nunavik Society

Your family is your community first, and after that you will fit into the bigger picture. And that’s the biggest factor, is the family, the family values, and that really has to come back.

Without family life and without closeness to family, it is a devastating thing for the individual, it stays with him for a long, long time. I think that is a social issue that needs to be addressed.

Family Members as Support Systems

Some certain groups that provide help to other kids, just in the general population. Some might be family, some might be, friends of family, some might be, like not total strangers but not relatives. And they provide, services and guidance here and there.

The people who have problems they all don’t come [for social services] because they have their own way of dealing with their situation: they have friends, they have family members who are supportive of them, who are willing to listen to them.

Cultural Changes and Colonization Contribute to Family Challenges

The concern is young people. The way they live life is very different from the way we live. We used to use rules but it seems like young people don’t seem to have rules now. It seems like something happened in between… when this school started and my parents were telling me how to live as an Inuk. And when I started in kindergarten, the qallunaat came in and started to teach us how to become a civilized person. And up to now, I still don’t know who is a civilized person.

Substance Use, Housing Shortages and Violence Contribute to Family Challenges

When she was growing up she felt very safe with her parents, she felt welcome. And now when the person gets mad, they start using alcohol, and it’s very…not safe. And this changes the families, they way they are right now.

Lack of housing causes, lack of space for youth and kids to have their own space to grow, have their own space to do their homework, or, the lack of housing causes the head of the household to, if they do drugs, do drugs in front of their kids, right in front of family members.


family

community

school

culture

socialconditions

economic systems


laws


massmedia


healthboard

demographic shifts


SCHOOL

Study findings - Education

Today’s youth in Nunavik face various challenges within families and communities

Challenges as closely interconnected: high rates of family conflict, overcrowded dwellings, high rates of alcohol and drug use and lack of employment.

Challenges had a direct impact on the children’s and youth’s well-being, and in particular, on their attendance and success in school.

Different needs were therefore identified as current priorities in the communities

Community priorities for education Developing wider access to education

The problem with this community is that, what is there for our young people? A lot of our young people drop out of school. How many are graduating from Secondary V? I think the graduating class is 5 to 7 big. Where are all the others, and why aren’t they being picked up again, and why aren’t they being better encouraged—but it’s true, why finish your Secondary? …You can be a cashier at the Northern or you can drive a water truck…you don’t need a Secondary V education…What this community needs is apprenticeship programs.

If we don’t get a college in Nunavik, it’s gonna be hard. I envy Iqaluit because they have Arctic College there. I’m hoping that something like that will come up here. Because some of the kids, when they graduate, they go down to Montreal, and because they’re not used to everything there...all the time...the homework...the transportation. They get overwhelmed and they just come back.

Community priorities for education

Provide access to role models

I explain about myself, because I never graduated. I would love to, but never: “If you don’t finish your high school, you will know nothing. You have to know everything if you want to be a pilot, or a nurse or a secretary. If you want to have a good job, you have to finish your high school. And that’s the only way that you can finish your high school, if you are a good listener. If you don’t understand, you have to ask your teacher, that’s the only way you can learn”. When I tell them that, they are OK.


Provide supports to parents

Because if you go to school and if you have parents or grandparents who doesn’t speak English or French in the house, how well do you learn? Only in school. It’s like…5 hours a day or something. I mean like…more, but. And if you have your homework and the person that doesn’t speak English or French can’t help you…I guess that’s part of the frustration that young people get sometimes.

(...) Those kids that were put there [in the hostel] when they were six or seven (...), they lost their link to their parents, and now they are parents, and (...) there’s a lot of times that they don’t know how to show their love, and how to take care of their children. And those kids are having kids now, and I think we really have to address the issue about that.


Engage parents in their children’s education

Only a few parents will say, if you need help with my child, just call me, or I’ll come to school. And when the parents come see the report cards, they think we’re saying your student’s bad. But the teachers are asking for solutions on how this student can improve their work.

Community priorities for education Strengthening the culture of learning in both cultures

Encouraging education at all levels, for youth, for adults

I really hope that the Nunavik government will impress upon the young people, the importance of not dropping out of school. (...) Because what I hear the kids saying is that well, I don’t have to go to school because I am an Inuit, and I speak the language, and I will get any job. But it takes more than that to hold down a job. That is very important.

I think we need to find a way to interest them into staying in school. I think most of them look at school as being work that they have to do. I think education should be looked at differently. Not as a chore, you know when kids don’t like to do chores, but more as a fun, useful thing that will be useful in the future. I’m sure they are being taught that in school but parents need to encourage more.

Developing a culturally relevant education system in the North

Develop programs and instructional materials in Inuktitut that support students’ learning and ability to thrive in both cultures

Engaging schools, parents, and communities in partnership improves children’s educational outcomes

Conclusions and implications

Putting more effort into making education system more culturally appropriate and meaningful for Nunavimmiut

Focusing on education at all levels of development and making sure that youth who graduate from high school in the North are on par with their fellow classmates from the South


family

community

school

culture

socialconditions

economic systems


laws


massmedia


healthboard

demographic shifts


GOVERNMENT

History of Self Government Movement

Existing administrative structure established by James Bay and Northern Quebec Agreement (1975) Kativik Regional Government Kativik School Board Nunavik Regional Board of Health and Social Services

Multiple referenda and public consultation processes

Tripartite negotiations between Nunavik, Quebec and Canada

Current State of Self Government

Final negotiation phase will combine administrative bodies and establish the Nunavik Regional Government (NRG)

NRG negotiators preparing for a consultation tour

Hope to hold a referendum in the coming months

If established, NRG will be an autonomous, democratic region within Quebec

Expectations for a Better Fit Between Government Policies and Inuit Culture I know they’re [Inuit leaders] going to keep some

fundamental values which are really interesting, and really good: working by consensus, taking care of your neighbors, or taking care of your family. Those are very, very, very good, solid values. And I doubt if they’ll be lost. I’m not really worried, at all about the ability of Nunavimmiut to take their place with democratic institutions. They do very well. What works up here it’s not private, for-profit motive, eh? What works are co-ops, non-profit corporations. K.R.G., Makivik...These are all managed through a type of consensus. And, I think that’s very good.

Concerns About the Autonomy of a Nested Regional Government Structure

If we really have our own self-government, it would be helpful, but if it is under the provincial government, I think it’s gonna be just the same for us. For example, we have a government, like Ottawa, federal government, and we are under the provincial government right now, but when we get the self-government, it will be under the provincial government, so it will be about the same.

Concerns About the Number of Qualified Inuit Professionals Needed for Self Government

Well, first thing I would like to say, is that I oppose it for now, I do not think we are ready enough. And I also do believe that we need more people preparing for that, more people from Nunavik who understand our customs, our culture, to try to get there….‘cause I have no idea what we need, if we want government, but then again I still think we are too young, there are not enough people who are…prepared, because if we run it, I think we will need a lot of help from exterior, from outside. I don’t think we are ready.

Concerns about Level of Engagement Among Nunavimmiut There used to be talks. And the meetings I attended

that was, I think two years ago, so it’s been awhile since I even followed it. The problem here is that if something is being done and we believe that it can be done, we let them do it for example, so I’m not involved, because they are doing it because they believe they can, and they believe it will benefit us, so I, myself, I think that they know what they are doing, they know how we’re gonna benefit so I’ll let them do it. So some people have this idea also.

Questions for Break-Out Groups

Given what we’ve discussed this morning, can we identify formal programs or policies that are effectively addressing some of the issues discussed?

Can we identify informal activities, relationships, or networks that are helping to address some of the issues discussed?

What specific supports can be provided to strengthen these efforts (both formal and informal)?

Identify the first two steps that could be taken toward the implementation of these supports.

New project based on findings

Parent/family involvement in secondary school in Nunavik

Pilot project in Kuujjuaq To understand ways in which key stakeholder groups

think about family involvement, partnership, and academic success in secondary school

To ground all activities and strategies in strengths-focused and needs-based assessments of local community and build on Inuit strengths, traditions, and values

To create a working research partnership composed of Inuit and Inuit members

To expand research capacity and expertise of Inuit community members through training of local researchers and students involved in project

Documents

Community Development and Capability in Nunavik (CCDiN)