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ABSTRACT
This article reports on a recent study into the experiences of Indigenous and allied environmental activists with teaching and learning during and as a result of Indigenous environmental movements. This inquiry is grounded in a theoretical framework informed by decolonization and cultural revitalization, social movement learning, and repressive tolerance. Interviews with 10 participants across Canada produced rich insights related to significant life experiences, the tensions encountered by activist educators, the complexity of inter-activist relationships, interaction with police agencies, the plurality of protest, and the revitalization and sharing of Indigenous traditions as the ultimate form of resistance.
Acknowledgments
I would like to extend thanks to the reviewers of earlier versions of this manuscript, Rajan Rathnavalu for his work as a research assistant, and also Janet Groen and Miho Lowan-Trudeau for their helpful literary recommendations.
Funding
This study was supported in part by a University of Calgary Vice President Research Starter Grant and a Social Sciences and Humanities Research Council of Canada Enhancement Grant.