In ETEC 521, we have spent considerable time exploring Indigenous educational resources that teach about histories, cultures, and languages. Interestingly though, there hasn’t been as much discussion around Indigenous resistance movements and how they can be incorporated into curricula and educational resources. A notable event, namely The Indigenous Peoples March, is comprised of activists, tribal leaders, artists, educators, youth, etc. who are committed to building Indigenous Peoples’ collective power (Cultural Survival, 2018). The March from 2019 was captured and turned into a 360 video with scenes periodically changing to highlight major events, such as traditional performances, protest chants, and speeches (Piech, 2019):
Elena Piech (2019, January 18). 360 Video: Indigenous Peoples’ March 2019, Washington D.C. [Video]. YouTube.
Such grassroots ‘calls to action’ involve defending human and environmental rights, with particular attention paid to the egregious injustices facing Indigenous men, women, and children not only in North America, but also in Central and South America, Oceania, Asia, and the Caribbean (Piech, 2019). To me, a resource like this represents a practical, ‘real-world’ way of teaching about pressing social and political issues to both Indigenous and non-Indigenous students: it serves as an effective reminder that they can exercise their right to protest and to illuminate the issues faced by marginalized communities within and beyond Canadian borders.
References
Cultural Survival (2018, December 7). “We Are Still Here!” Indigenous Peoples March Is Heading to D.C. Cultural Survival. Retrieved from https://www.culturalsurvival.org/news/we-are-still-here-indigenous-peoples-march-heading-dc
Elena Piech (2019, January 18). 360 Video: Indigenous Peoples’ March 2019, Washington D.C. [YouTube Video]. Retrieved from https://www.youtube.com/watch?v=3grxIgAdbXI