Block H : October 17 – 1:30 p.m. to 2:15 p.m.


**This presentation is a 90-minute roundtable activity. **

In December 2018, the Consortium d’animation sur la persévérance et la réussite en enseignement supérieur (CAPRES) published its report titled Accessibilité des Premiers Peuples au cégep et à l’université (, written in collaboration with 19 contributors from different backgrounds. CAPRES joins forces with the Bureau de la coopération interuniversitaire (BCI) and the Fédération des Cégeps to present a portrait of the practices that support the success of First Peoples students in CEGEP and university.

To begin, a portrait of the current situation in higher education will be given:

  • The mapping of practices aimed at First Peoples accessibility in the Quebec college environment, presented by Mrs. Hélène Jean-Venturoli;
  • The mapping of practices aimed at First Peoples accessibility to Quebec universities, presented by Mrs. Johanne Jean.

Secondly, student and intervenor testimonials will be shared to illustrate the needs and strengths of the sector. Finally, based on these needs and based on the maps presented, participants will be invited to propose collaborative action plans to go further together in better supporting First Peoples accessibility to higher education.


We invite you to an encounter with the Inuit youth of Nunavik. We bring you to the encounter of hope, commitment and challenges. Our story is that of an adventure beyond the 55th parallel. In an ancestral territory of 500,000 km2 across 14 isolated communities, we work tirelessly to enable hundreds of teenagers to participate in a unique and enriching experience through our outreach programs. Through this presentation, we want to share with you the accomplishment of “young karibus” out to encounter their territory, but also of themselves. This path could not be travelled without the support of their teachers, who have a deep desire to help their students. Together on the territory, week after week, for nine months, they expose themselves to the harshness of the Arctic.

Together in their vulnerability, they reveal themselves and support each other to achieve their common goals. A strong bond is woven over the months and continues to evolve in the classroom. Discover how these teachers understood, with members of each community, that education goes far beyond the classroom.


Uhu Nomad Labs is a project founded by Andrea Gonzalez, a social worker, and Stéphane Nepton, an Innu artist in video game special effects. Uhu places a high value on issues related to school dropouts, loss of cultural identity and declining transmission of Indigenous knowledge. We focus on protective factors such as the valorization, dissemination and transmission of Indigenous culture through digital arts. These actions create an essential bridge between elders and the current generation, between communities and the territory. In this presentation, we will first summarize the special effects creation workshops given to young Indigenous participants aged 14–30 at Concordia University in January and February 2019. We will also share our encounter with the young people from the Cree community of Chisasibi, which took place in April 2019, as well as our pilot project of July 2019 in collaboration with the Atikamekw community of Manawan. We will then concretely demonstrate how this intergenerational link can be created between the communities and the territory by means of a practical workshop of volumetric video capture, co-performed with a voluntary participant.


Following the mobilization of Indigenous parents and the Centre d’amitié autochtone du Saguenay (CAAS), the Petapan project was implemented at École des Quatre-Vents of Commission scolaire des Rives-du-Saguenay, making it the first Quebec elementary school to introduce an Indigenous education project.  As part of this project, the school’s Indigenous and non-Indigenous students are offered hours of teaching in the Atikamekw or Innu language and culture[2]. The teaching of these languages and cultures takes place within the school and extracurricular contexts.  The workshop will present examples of practices implemented by CAAS Indigenous language and culture teachers. In addition, the research results will indicate the benefits and limitations perceived by the various actors in the school (students, parents, teachers, daycare educators, principals, etc.) regarding Indigenous language and culture teaching practices and their influence on the success of Indigenous students participating in the Petapan Project.