Block I : October 17 – 2:30 p.m. to 3:15 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.


Based on an educational support project initiated in April 2017, intervention strategies based on teacher and student engagement and self-determination, with a focus on maximizing the potential of the student, will be presented. The educational approach explored in this project is inspired by the holistic model of lifelong learning for First Nations and the Kolb model. Reflection on culture and historical trauma will enable us to understand the effect of pedagogical practices in a process of understanding and developing potential, rather than the more conventional ones of evaluation and failure. More specifically, we will expose learning strategies that allow students to learn from error, make choices, and support their self-determination. Through the story of a student, as that of many First Nations students, we will describe some characteristics of the student, the challenges that the student and staff encounter in the educational relationship, as well as the means implemented to support the student in his or her learning process. In conclusion, innovative lines of intervention will be presented to highlight teaching practices to support the academic and educational success of Indigenous students.


The Cégep André-Laurendeau (CAL) Projet Nord 2019–2021 in Whapmagoostui-Kuujjuarapik (WK) allows the pairing of college students studying natural sciences with high-school graduates from Badabin (Cree) and Asimauttaq (Inuit) schools to achieve projects addressing local issues, such as northern greenhouse agriculture and waste management. The purpose of this presentation is first to present the cultural shock experienced by both sides in young people, as a result of this pairing. This shock is declined into several areas: the relation to the environment, the degree of freedom given to young people in relation to school supervision and pedagogical approaches. Secondly, the opportunity to meet some of the imperatives of lifelong holistic learning among Indigenous people by allochthonous learning will be demonstrated. Indeed, two methods used during the CAL’s Projet Nord have particularly paid off: local pedagogy and peer teaching. In conclusion, recommendations for the sound management of the cultural shock experienced during student exchanges between Indigenous and non-Indigenous people and for the mentoring of young science teachers in Indigenous settings.


The Matinamagewin (sharing) aims to improve the cultural competencies of school staff to foster an environment conducive to the learning and success of Indigenous students, in an atmosphere that promotes living together better. It was offered several times during the 2018–2019 school year to teachers and professionals from elementary and secondary schools working in Anicinabe or urban communities in Abitibi-Témiscamingue. Built around the development of different knowledge, know-how and interpersonal skills, Matinamagewin addresses cultural securing, cultural identity valorization, school-family-community collaboration, and much more. It allows participants to reflect on their approach and practices, to learn and to be able to integrate content for the enhancement of Indigenous cultures and identity. In this workshop, the thoughts of the staff met during the training sessions will be shared and the participants present will be able to experience one of the training activities to stimulate the reflection and the discussion within the group.


In the context of Indigenous education, it is imperative to consider cultural safety so that students can learn and grow in a caring environment. How can that be done? What organizational structures and pedagogical approaches have proven effective? During this workshop, we will share our experience over the past two decades of working with and alongside adult learners from several Indigenous communities in Quebec. These students are enrolled in adult education, general education, vocational training and college. Our support therefore covers secondary, post-secondary and vocational education. In this regard, the Centre de développement de la formation et de la main-d’œuvre (CDFM) has proven its worth and we are pleased to share our best practices that can inspire other communities.


The purpose of this workshop is to present the realities and challenges facing the Commission scolaire du Fer and the Eastern Shores School Board in assisting and supporting Indigenous adult clienteles. Our five-year project, involving six school boards, aims to increase the rate and level of education of Indigenous adult students in general education and vocational training in Quebec public schools. Among other things, the project’s objectives and concrete actions, which the various project actors have initiated to meet these challenges, will be discussed. We will see how inclusion in urban centres and actions aimed at cultural safety can lead the clientele to feel truly concerned; how certain practices and strategies implemented by staff can contribute to the perseverance and success of this clientele; and, finally, how the involvement and collaboration of the various actors focusing on the clientele can make all the difference.