Pedagogy of Solidarity : Hope and Promise From Indigenous Movement Spaces

Abstract

The premise of this work has always been grounded in relations in shared spaces—a pedagogy of solidarity. Collectively, we were drawn to the movement at the Standing Rock Sioux Nation to honor the call to join in protecting what is sacred to Indigenous communities. It was not a question of whether we supported the movement; it was a question of how we would engage in the process and enact agency. As could be observed across critical dialogues centered on Standing Rock, we too pondered how we could be of service to support the Water Protectors resisting settler colonialism. Our call to action would be answered through the relationship Jeremy had with Alayna Eagle Shield, founder of Mni Wichoni Nakicižiŋ Owayawa (Defenders of the Water School). Alayna initially met Jeremy at the American Indian College Funds’ Ke’ Family Engagement Initiative Convening in March of 2015. Within a year’s time, they would be reunited through Alayna’s request for support in thinking about culturally and community-based Indigenous education occurring at Mni Wichoni Nakicižiŋ Owayawa, the school at the #NoDAPL community action. In response to this request, Jeremy decided it would be important to bring additional colleagues to this shared space to support Indigenous education born out of the Ochethi Sakowiŋ Camp. We began collaborating and engaging in critical-reflective dialogues that would lead to our visit to Standing Rock on December 19, 2016. This time was of great significance for several reasons. Upon arrival, there were both moments of hope and uncertainty regarding the state of the Ochethi Sakowiŋ Camp and the Mni Wichoni Nakicižiŋ Owayawa school. For instance, the Standing Rock Sioux Nation and Water Protectors had recently celebrated the US 88Army Corps of Engineers’ decision to halt the development of the oil pipeline, though many were skeptical of the sustainability of this decision and whether the camp should continue. Due to this recent decision and with cold temperatures and heavy snowstorms arriving, the chairman of the Standing Rock Tribe, David Archambault II, encouraged the Water Protectors to return home. However, during our visit, Water Protectors continued to occupy the camp. As a result of the inclement weather, the Mni Wichoni Nakicižiŋ Owayawa school also made the decision to temporarily close. Despite the school closure, we engaged in a moment of hope as we met with educators to support them in critically reflecting on lessons learned and what it means to sustain the Mni Wichoni Nakicižiŋ Owayawa school.