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Link is a map of Innu land including Uashat
Some Canadian context for this book that I’m not counting in the word count ????:
In BC we mostly hear and think about Indigenous people as First Nations and Inuit. However, this book is written by a French Indigenous woman who is Innu, which is neither First Nations nor Inuit. The story takes place on Innu land in Quebec (see map of Innu land).
Most Canadians know of the Inuit people, who won the two largest land claims in Canada, in 1999 a new Inuit *province* called Nunavut and earlier in 1975 Inuit negotiated a land-back claim from the Quebec government when a huge hydro-electric dam was built at James Bay in Hudson’s Bay. There are about 60,000 Inuit people.
By contrast, Innu were the original inhabitants in “Ntisinan”, the tundra region of northern Labrador and Québec. There are cultural links to Cree First Nation.
Currently there are 29,000 Innu people, including those in Uashat where this story takes place.
My reaction on first reading
This book is about Yammie who at age 7 left Uashat with her family and is returning now at age 22 to the new high school to teach writing, in this isolated, desolate Innu community. It is the story of her first school year, struggling with her students, her identity, and her purpose in life.
Similar to our last two books, especially RU, the novel is organized by fragments, with white space between. I like this fragment style, it’s the way memory works, so it seems natural to me, and this author mostly follows a chronological order, so it is easy to read.
What she didn’t know, is that she was looking for too much affirmation from her students (16). She doesn’t understand her students, and right from the start one enrages her. (23) Students are regularly impacted by the death of relatives. Yammies own grandmother dies, and she understands the intensity of her grandfather’s love. This contrasts with the boyfriend Nicolas that she left behind, who doesn’t return her calls, until finally they talk and it ends with her shouting F U and imagining him laughing at her reaction (56).
Life is a struggle takes on new meaning for Yammie, as her students struggle with life and death. “Marithee (a student’s sister) killed herself last night” (80), and the students despair, especially the several who are mothers of babies, as “nothing … suggested the distress she was experiencing. A despair that was invisible” (85).
This is my question for the class – is despair mostly visible or invisible?
At this time Yammie meets Stanley, a travelling musician who “doesn’t care what others think, with the arrogance of a man who almost always has his way.” Yet she loved “the way he held my face in both hands when he kissed me”. (102) . A theme common to our previous novels, a man providing a necessary part of a woman’s identity.
The final section Things I can’t change centres around the theatre production she is organizing for the school. The students seem eager to perform, but Yammie is stressed about whether they will be able to pull it off given their life issues. On short notice, her school principal makes her escort a week-long hiking and camping trip which adds more stress.
Suddenly Yammie is gaining weight (126) and feeling nauseous (129) and gets angry at herself for becoming pregnant and feels sorry for herself for having no support system but has learned from her students to just carry on. The play is a huge success. She realizes that teaching is raising other people’s children and watching them grow (151); something she should have learned from day 1 from the school’s name Manikanetish, the name of the founder who had spent her life raising orphans in the village.
We know Yammie will be alright, we have a resolution. This contrasts with our previous novels which lacked resolution, and it made for a pleasant read.



