The eyes behind the eyeliner

I just conducted a lesson with my ninth-grade students on the song ‘What do you see?’ by Black Fire, a Native-American punk-rock band. Of course, we couldn’t find a CD-player that worked, and when we did, the CD that I burned off my computer wouldn’t work. Apparently I am as bad at technology as the Greenlandic schools are. So we read the song as a poem. Levina, the bold and beautiful of the bunch, read out loud because her classmates nominated her. I had prepared some discussion questions that I had hoped would actually make these five girls talk and they sort of did … sometimes. Some of the questions were just clarifying unfamiliar words and phrases, others were about relating the ideas put forth in this song to the lives of people here, in Ilulissat.

What do you see? by Black Fire
You can go as far as any road
that you take how can you get anywhere
if you stand in your own way
take it for what you can
you take for granted what you don’t understand
what do you see?
and we find between these differences there's a very thin line
we see, what we were looking for was right in front of our eyes
you got to hold onto what you might lose learn what's not yet forgotten
when you know where you're from it's easier to find where you're going
it's your choice to carry on it's a part of who you are
sometimes we need to live a little more than we dream
leave this world a better place of unity
in unity
what do you see?

‘What does he mean when he says ‘see’? Does he mean see with your eyes? Or notice? Why is it important to do more than just see with your eyes, to think about things a bit?’ I begin, eager to see how the girls will react. They react in the same way you might expect a dieter to react to low-sugar, low-carb, organic, 7-grams-of-protein-and-no-fat coffee cake bar: a slightly sarcastic, you-expected-us-to-like-this, blank stare. They react as you might expect thirteen-year-olds to react to critically-engaged academic questions. Sigh.
‘Ok. What about this line, here,’ I reread the text, ‘What does it mean to ‘take something for granted’? What are some things that you think visitors to this place take for granted? What do you take for granted – perhaps something that your grandparents may not have had?’ They pitch I-don’t-knows’ and more blank stares: strike two for me.
‘Hmmm,’ I hum the m’s into a pause. Maybe today won’t be any different from every other day with this class. I plug on, a bit deflated. ‘What about when he says ‘Hold onto what you might lose’ and ‘learn what’s not yet forgotten’? What does he mean? What is the thing ‘you might lose’? History? Culture?’
‘I think he’s talking about culture,’ Levina answers. Whoa. For real? Thank you Levina!!
‘Ok,’ I push, after a long silence and some eye-rolling from Rosa, who is feigning sleep, her head on the desk. ‘Is this true in Ilulissat too? Do you need to hold onto culture? How do you do it?’
‘By talking. With grandparents or families. We have to remember,’ answers Parnaq, with some additions from Rosanguaq, who has suddenly decided that our conversation is actually more interesting than tracing a circle on the desk with her pen.
‘OK, so do you talk with your families about this? How do you learn about history and culture?’ I stumble a bit in excitement and momentary distraction from the stuffed birds I’ve just noticed in the cases behind Parnaq. Apparently the school AV room is also a natural history museum? And is also a Socratic seminar where they exile the American trying to do indigenous empowerment with 13-year-olds who seem (only seem!) to care more about dark eyeliner than about Inuit identity.
‘No’, they answer (to that question I asked in the last paragraph, before I went off on that tangential description). ‘We don’t talk about it at home. Sometimes in school. We can learn it from history books, sometimes.’
This seems a tragedy, for these Inuit kids to be learning about their cultural heritage from history books that probably give limited, biased and even racist information. Definitely a tragedy. But then think about it. When was the last time my family sat around the dinner table and discussed our Irish heritage or American culture? I don’t know. Maybe the problem here is my assumption that ‘talking about it’ is how kids learn about their heritage. You don’t talk about culture to learn it. You watch it, you experience it, you grow up with it, in it … It is ‘What you see’. (And anyways, I realize, this school doesn’t have any books. So that text written by some European trader in the 18th century and tragically pawned off on Inuit kids as cultural history doesn’t actually exist for my students. Phew, tragedy averted. Oh wait … no books?)
‘OK’, I hesitate a bit, aware that I am wavering on an academic cliff and though I’m ready to leap off onto some deep and important question that will make their minds and our conversation soar, I know that the wrong step will send me tumbling and crashing into a valley of ruthlessly disengaged, too-cool-for-school teenagers. The setting doesn’t help: this windowless museum of a classroom just about emanates sleepiness. Can you blame these girls? They’ve been sitting in 1.5 hour-long classes since 8 am.
‘Alright, take out your notebooks, did you bring your notebooks? No, of course not. Ok, turn over that paper that I gave you with the lyrics on it. For the next ten minutes, write down what you see in Ilulissat. It can be a list of things you see with your eyes, or it can be a paragraph and it can be about an idea, something you can’t see, but that you notice. Think about the things that are important to Ilulissat, what makes Ilulissat different or special.’
I try to busy myself. Oh! I’ll read that Manifesto from the Black Fire website. OK, done. Hmmm. Maybe I should write about what I see in Ilulissat? That’s a good idea.
Children on sleds; dogs; fresh produce in the grocery store; snow; hills; icebergs; warm hats … The bell rings for our mid-class 5-minute break. I go to the library to see if we can try using a computer to play the song.
I return and the girls haven’t moved. ‘It’s your break – you can go out if you like.’ I try to encourage them, afraid that they think they have to stay because I haven’t dismissed them. No one moves. Fine with me. What am I gonna do during break but twiddle my thumbs or talk with the English-speaking students?
‘How were your vacations? What did you do?’ I ask, referring to last week’s autumn break.
‘Sleep. Watch movies,’ Rosa replies in her usual monotone, which becomes all the more monotone when it reverberates off the desk her head is still lying on. ‘No, I don’t know what movies I watched. They were boring. I played Sims on my computer.’
Tragic or typical? These girls live in a beautiful town, surrounded by snow-covered mountains to the east, and iceberg-dotted ocean to the west. And they’re bored?! And they sleep and watch movies?! Oh wait, they are thirteen. And they live in a tiny town. And there is no mall. What would any 13-year-old girl do? It is tempting to pity them as victims of Westernization. But pity and victimization are as bad as ‘Westernization’ itself, in my opinion. I’m also tempted to say that we need to stop imposing their indigenous identity on them, expecting them to do the things that their ancestors did for centuries, from walking in the mountains to dog-sledging, to sealskin-cleaning and craftwork. That’s not to say that this whole situation isn’t really fucked up, that Western culture hasn’t bulldozed some very beautiful customs here. It is to say: it is not for me to feel nostalgic about the culture lost, it is not for me to judge, with my pity or my efforts to talk about cultural traditions, what is better: now or then, and it’s not for me to try to balance the two. Apparently it is for me to try to get these girls to think about all that.
We go to the computer lab, which is more 1990’s than it is ‘now’: a dozen ancient computers that actually can’t play sound. ‘It’s because we’re poor,’ Parnaq complains. ‘We’re not poor, the school is poor,’ Rosanguaq corrects. Odd, in a place with a 45% income tax rate, one would think that public services like schools would reflect the prosperity of the population. Anyways, the plan of listening to the music goes out the window. But we sit in a circle and conduct class in the lab, because at least it has a window … and no stuffed ducks to eavesdrop on us.
‘Dogs pooping,’ snickers Rosanguaq from her twirly chair. I laugh, the girls giggle. It’s funny, and true.
‘OK, you see dogs. They’re an important part of this place. Do you like the dogs - even though they poop?’
‘We love the dogs,’ Rosa shows some enthusiasm. She no longer has a table to lay her head on. So rather than sleep, she adapts to the new, more energizing classroom by racing and twirling around on her wheely chair. I move her to a chair sans wheels: she slumps. ‘There are too many dogs. There are more dogs than people. We should have less dogs.’ So much for excited Rosa.
‘I have six dogs. Well, my family does. My dad feeds them and everything, but he says they’re mine’ Levina offers.
‘I have a dog. And a cat and a fish’ – the only words I get out of quiet Bethina all afternoon. All but one of these girls has dogs. However, not one of them goes out dog-sledging, an essential Greenlandic tradition that makes travel and hunting possible even when everything is frozen over.
‘It’s too cold’
‘It’s boring,’ I’m reminded of David, my pant-splitting mountain guide, and his diatribe about modern kids who crave the stimulation of town over nature.
‘We don’t have time,’ Levina mumbles. No, they don’t have time. There are lots of things to do now, things that there weren’t to do fifty years ago. There are sports, school, and music, tv, clubs and computers. Then again, despite all of these things, they did have ‘boring’ vacations …
‘OK, no dog sledging. What else do you see, here in Ilulissat?’
‘Snow.’
‘Icebergs!’
‘Mountains.’
‘People change,’ Levina pops in, as though this statement needs no explanation.
‘Wait, ok. What do you mean, Levina, that people change? How do they change? In what ways?’
‘Like our parents, they’re not educated. Because when they were young, you had to go to Denmark for an education. And they didn’t speak Danish, so they didn’t want to go. They stayed and they’re not educated.’
‘And is that different now, is it changing?’
‘A little, I guess.’ I can’t figure out if this is a good change or a bad change, and Levina seems a bit ambivalent about it too. Education is a good change, but it still means leaving Greenland and probably following a Danish curriculum, which places strain on families and traditions.
‘Stupid people.’ Parnaq scoffs, ‘They’re so selfish.’ I cannot get her to expand on this thought. But I do offer that I am very impressed by them, that I don’t believe 13-year-old American girls would equate stupidity and selfishness, that selfishness is in some ways part of our culture. I was a ridiculously selfish 13-year-old. But here, this idea that selfishness is bad and stupid – that’s a bit un-Western, no? The Western sheen on this Greenlandic town dulls as our conversation continues.
‘Happy old Greenlanders,’ Rosanguaq reads from her list of what she sees.
‘Do you think old Greenlanders are happy?’ I push them.
‘No. They miss Greenlandic food. They’re only happy when they have Greenlandic food … and when they’re drunk.’ More giggles. More tragedy.
‘Not many young people that go out and hunt,’ Yes, Rosa! You are awake and you are thinking! I knew it! ‘Kids would rather drink, do drugs, sports, go to the club (there is one) … they want to do other things, not hunting.’
But why? I ask aloud and get little response. The girls maintain that this decline of hunters is bad, that more young people should go out hunting (mostly because ‘it tastes good,’ but also because it is an important part of their culture – both the acts of hunting and of eating the food hunted). The girls don’t, however, seem to want to take any responsibility for changing this pattern – by learning to hunt or going out on sledges. I wonder if it is partly a gender thing? They may not take responsibility, but at least they are thinking about it and about the challenges of balancing modernization and tradition.
‘I THINK THAT TOURISTS ARE MORE WELCOME IN GREENLAND THAN GREENLANDERS.’ I write this sentence in full on my paper as I try to engage all the girls in a discussion of this jolting piece of Ilulissat that Parnaq notices.
It’s expensive, they explain. Tourists eat more Greenlandic food than we do, because we can’t afford it. It’s true, given the cost of living up here. Greenlanders get paid shit, and salaries haven’t been adjusted in years. I’ve heard the same complaints from Karen, my co-worker, who asserts that more than climate change, Greenlanders are worried about being able to afford their traditional foods.
‘The politicians are stupid, they don’t know what we want,’ all the girls are talking now, offering their opinions on how politicians favor tourists over Greenlanders. ‘They only speak Danish. They want to make the country more modern.’
‘But I don’t want Ilulissat to become like New York City,’ Levina, the punk-rocker city girl defies my assumptions. ‘I don’t want Ilulissat to change. There are too many buildings and we can’t see the mountains anymore.’
There is so much packed into every one of their statements. Levina doesn’t want Ilulissat to become New York – a hilarious comparison in this town of 5,000 people and 6,000 dogs – despite the fact that she consumes so much of the modern culture that New York represents. She loves ‘the nature’ and wants to keep that quality of Ilulissat, as well as the way of living here, as it is. OR, even, as it was twenty years ago: ‘We should take away some of the buildings’, she trails off.
‘They’re always talking about tourists and how to make them feel good. They don’t talk about what we want.’ They sound like thirteen-year-old girls whining about their parents. No, they are thirteen-year-old girls whining about their government. Sometimes they don’t seem thirteen.
‘OK, so what do you want? If you were the politicians, if you could make decisions for Ilulissat, what would you decide? What laws would you make?’
‘No more buildings,’ Levina declares. ‘They’re blocking our view.’ This reminds me of Kent’s experience upon first arrival in Igdlorssuit. He was choosing his house site and realized that everyone had an amazing view – and coveted it. OK, yes, everyone everywhere wants a nice view. But even here, we can see Greenland peaking through the cracks of a Western modernity that might choose high rises over high icebergs. I’m trying to get these girls to wrench Greenland through those cracks … or at least to think about it.
‘More music,’ says Paarnaq. ‘We should have more music in this town. Like on Saturdays, we could play music. Any kind of music, with guitars and drums and … anything! We should have more instruments.’ Again, typical thirteen-year-old. But also, typical Greenland? The idea of sitting around and playing music on a Saturday, enjoying the company of friends and the joy excited by music and maybe the dances that would accompany it … It’s laid-back, it’s about enjoying one another’s company and creating beautiful things and comfortable social spaces. From my very limited experience here, from the books I’ve read and stories I’ve heard, this is very much in keeping with ‘traditional Greenlandic culture’. Perhaps it is even infusing those traditions with new elements: guitar, drums, a TV in the background, the American tourist who would sit, placid and curious, overanalyzing and trying to fit the whole scene into descriptive sentences that connect it in rational and meaningful ways with the past and the present and globalization and everything-that-was-ever-important… It’s silly but I can’t help it.
But then Parnaq gets a phonecall, which of course she answers in the middle of class because you do that here. She and Rosanguaq have to retrieve their bags, but they’ll be back before class ends in eight minutes. Mmm-hmmm, I think.
I can’t get the conversation started again, so I decide to count my blessings and move on. I turn to the computer and pull up Black Fire’s website. We look at pictures and try to play some of the music. We fail, of course. I remember the Black Fire Manifesto/mission statement (www.blackfire.net/) that I printed out earlier and, with three minutes and six girls (Rosanguaq and Parnaq have returned, and brought a friend), I decide to end class with these words. It’s a bit too long and a bit too heavy, I think. Most of the girls dutifully and swiftly shuffle out once I’ve finished reading. But I’ve given them some websites to look at, some music to listen to, and I hope they’re thinking …
After class, we talked about music. I played some Feist for them, off my iPod. They loved it. Feist (relatively well-known Canadian folk/rock singer) was in Ilulissat a few weeks ago, with an expedition of artists learning about climate change (http://www.capefarewell.org/). We check her website to see if we can find a blog post about her time here and what she thought of this place. These girls leave with more websites and more music. I wonder if we could write to Feist. Maybe she could help with the Parnaq’s Saturday afternoon music law …