We met Miriam Brochu and Reda Hellel in Kangiqsujuaq in 2021. Not only are they a couple, but they are also colleagues at Arsaniq School. They planted their roots in their adoptive community 15 years ago. So how did their integration go?
Miriam is used to open spaces and remote places. Reda, on the other hand, is from Algiers, which is “a hubbub of people and noise, 24 hours a day!” But their common desire to discover something new brought them to Nunavik.
“Honestly, we came here with our eyes closed. I mean, we chose it out of curiosity and because we were looking for an adventure,” Reda confesses. The couple originally intended to stay for two years. What has kept them here for fifteen?
It was the environment that made us stay. The environment, the people who are so friendly and welcoming, and then the group of friends that we made… Plus, we were lucky when we got here. We found a beautiful house that was not even a year old!
Miriam continues, “When we got here, we were lucky, both in terms of living conditions and teaching.” The principal of the school had great aspirations for them as soon as they arrived—for Miriam, with her experience and versatile skill set, but also for Reda, who was not legally qualified. Still, finding a job and a house did not necessarily mean they would successfully integrate the community.
“You know, there are different ways to arrive in a new place. We had decided that we wouldn’t impose, that we would see how things go around here before starting anything. […] We took the time to observe. We got to know the people. And the relationships we have developed are lasting ones.”
The same is true for Reda, who made the leap into teaching: “You can’t be inflexible. You have to be compassionate and try to understand people’s reality. Understand how the children live at home.” But above all, “you have to accept that you’re not in control of everything.”
You can’t be just a teacher here. Our role is much broader than in other school settings. It is a much more interesting role, in my opinion. You can also become someone who really matters to your students.
In conclusion, it’s hard not to notice how often the notion of “time” turns up in our conversation. Having time, taking time… Miriam reflects philosophically, “Down south, you’re running after some imaginary time. Up here, that time is available.”
Time to open up to others, to reflect, to appreciate the beauty of the place, to create contacts, and to forge trust-based relationships with the students. Time to find your place, like a long, quiet river.