Gregory Lowan-Trudeau Libri

The book presents two interconnected studies examining the life histories and cultural identities of Indigenous, non-Indigenous, and recently arrived educators and learners in Canada. It delves into their ecological identities and pedagogical experiences, highlighting the diverse perspectives and challenges faced by these groups within the educational landscape. Through these narratives, it aims to foster understanding and dialogue about the complexities of identity and education in a multicultural context.

Written during a time characterized by catalyzing Indigenous environmental movements such as Idle No More, political upheaval, and the final years of Canada’s Truth and Reconciliation Commission, Protest as Teaching, Learning, and Indigenous Environmental Movements was motivated by Gregory Lowan-Trudeau’s personal experiences as an activist, educator, and researcher. Insights from interviews with activists and educators in a variety of school, community, and post-secondary contexts are presented in relation to teaching and learning during, and in response to, Indigenous environmental movements. Looking toward future possibilities, the rise of renewable energy development by Indigenous communities across Canada is also considered. Throughout Protest as Pedagogy , these inquiries are guided by a theoretical framework built on concepts such as decolonization, Herbert Marcuse’s repressive tolerance, Elliot Eisner’s three curricula, and broader fields of study such as social movement learning, critical media literacy, Indigenous media studies, and environmental communication.

This book shares two related studies that explored the life histories, cultural, and ecological identities and pedagogical experiences of Indigenous, non-Indigenous, and recently arrived educators and learners from across Canada.