D4. Social Action and Global Leadership
Specific Expectations
D4.1
analyse the political and/or national context for a range of social action regarding issues of concern to Indigenous peoples to determine some factors that support or obstruct such action (e.g., political awareness and education, political solidarity among Indigenous peoples, risk of persecution, community capacity, the continuing impact of longstanding historical injustices, cultural acceptance, social integration)
- What is social action?
- How do the political and social factors that support or challenge social action with respect to the Sami in Norway and the Māori in Aotearoa (New Zealand) compare with the factors affecting social action related to Indigenous peoples in North America?
- How is the phrase ‘water is life’ uniting Indigenous peoples worldwide? What are the goals of the movement behind this motto? What political factors have helped or hindered its influence?
D4.2
explain some ways in which non-governmental organizations and forums around the world share knowledge and attempt to influence government perceptions of Indigenous realities, evaluating the impact of various strategies and initiatives (e.g., with reference to international Indigenous advocacy networks; national truth commissions such as the Guatemalan Commission for Historical Clarification and the Truth and Reconciliation Commission of Canada; international Indigenous conferences, working groups, and forums; online communities; the United Nations Educational, Scientific and Cultural Organization and other UN bodies)
- What are some ways in which human rights organizations use media to reach a broader audience?
- How does volume 2 of the State of the World’s Indigenous Peoples, produced by the United Nations Secretariat of the Permanent Forum on Indigenous Issues in 2015, support global political discussions on major issues faced by Indigenous communities? In what ways can this report be used to help overcome barriers to change?
- In what specific ways does the International Indigenous Peoples Movement for Self-Determination and Liberation support the advancement of the rights of Indigenous peoples? What successes has it had?
- What has the United Nations done to help Indigenous youth understand the provisions of the UN Declaration on the Rights of Indigenous Peoples and advocate for their rights?
D4.3
analyse the approaches of Indigenous leaders to developing community capacity for sustainable self-governance in terms of their use of the two-eyed seeing model (e.g., with reference to maintaining and protecting community laws; sharing power and authority; decision-making processes; roles, responsibilities, and mutual accountability; respecting customary laws and the authority of Elders; training and mentoring youth in governance skills; empowering Indigenous women to enhance their leadership and advocacy skills; integrating Indigenous knowledge and customs into governance, including ceremonies, traditional language, stories, songs, dances, art, dress)
- In what ways are Indigenous leaders using contemporary leadership and management skills to revitalize traditional world views? How might non-Indigenous leaders benefit from incorporating Indigenous leadership approaches and values into their organizational cultures?
- What strategies did Chief Deskaheh of the Cayuga Nation use to defend traditional leadership and governance systems in 1923? What were the results of his efforts? How does this relate to current self-governance efforts?
- What are some potential challenges to the use of the two-eyed seeing model in governance and decision making?
D4.4
analyse the approaches of Indigenous leaders to global environmental protection in terms of their use of the two-eyed seeing model (e.g., with reference to planning for future generations; promoting a global approach to environmental concerns, including joining world leaders and environmental advocates at multinational summits; protecting and preserving biodiversity and sacred natural sites; elevating the voices of Indigenous women and youth as environmental advocates, defenders, and caretakers; supporting initiatives to promote environmental justice, such as the Indigenous Leadership Initiative in Canada and the Working on Country program in Australia)
- How have Indigenous knowledge systems contributed to Western scientific understanding of ecosystem stresses and to related political decision making?
- How can the two-eyed seeing framework and seven generations teachings help improve environmental and other policies?
- How do the issues addressed in the 2008 UN report Climate Change and Indigenous Peoples continue to affect Indigenous communities around the world? How have Indigenous leaders responded?
- What strategies are Indigenous youth using to share ideas about how to address the consequences of climate change?
