people, and people of colour. At the same time, it is critical students are given tools to make the connection that Indigenous com- munities are leading the way in climate justice work as knowledge keepers, water protectors, and land defenders. We explored some inspiring work that is


taking place by reading Te Water Walker by Joanne Robertson. It tells the true story of Ojibwe grandmother (Nokomis) Josephine Mandamin (Biidaasige-ba: Te one who comes with the light) who, alongside other women, men and youth, carried an open ves- sel of water as they walked a distance of over 20,000 km around the Great Lakes. Tasha Beeds, a water walker herself, describes the action as a “walking prayer” rooted in Anishi- naabe tradition that raises awareness about our mistreatment of water as well as our con- nection and need for this vital resource. Aſter writing their own advocacy letters


to elected officials, students began to tease out the different forms advocacy can take. Our discussion focused on raising aware- ness. Why is it important? And how might the meaning of the action change when the activists are guided by traditional Indig- enous practices? Our school is blessed with a beautiful and


bountiful garden planned by several dedicat- ed teachers and a team of parent volunteers. Students participate in the planning process, the planting, maintaining, and harvesting of the plants. It’s an incredible annual project. In preparation for planting in the garden,


our class read sections of Braiding Sweetgrass by Robin Wall Kimmerer, an enrolled mem- ber of the Citizen Potawatomi Nation and a professor of environmental and forest biology. Tis book is a wonderful resource for decolo- nizing the way we understand plant life and combines traditional Indigenous knowledge with storytelling while teaching about plants. Students read from the chapter on the three sisters, which outlines in scientific detail how corn, beans and squash grow together, co- creating healthy ecosystems. Wall Kimmerer writes, “Being among


the sisters provides a visible manifestation of what a community can become when its members understand and share their giſts. In reciprocity, we fill our spirits as well as our bellies.” Students applied their learning to build-


ing a three sisters garden bed. Tey took care to collect a mound of soil in the centre where they planted corn kernels. As a team they circled the corn with pole beans and, lastly, planted the squash around the beans.


Next, students went on to write poems


about the three sisters. I selected one for the class to edit with a focus on scientific details, adjectives, and creating images in the reader's mind. Tey created a beautiful piece that now sits in front of the three sisters garden bed.


ONTARIO TEACHERS AS AGENTS OF CHANGE


As youth learn to be agents of change, they look to their teachers to lead by example. In addition to acknowledging the climate crisis and holding space for these conversations, Ontario teachers are uniquely positioned in the fight for climate justice. Te continued burning of fossil fuels is


made possible through financing – loans and investments from big banks, subsidies from governments, and major investors like the Ontario Teachers’ Pension Plan (OTPP). Charitable initiative Shiſt: Action for Pen-


sion Health and Planet Wealth estimates that the OTPP has invested at least $10 billion in oil, gas, and pipelines. Tese funds perpetuate the climate crisis and are used for projects that violate Indigenous rights. So, while school boards and governments develop educational resources around Indigenous reconciliation and awareness of the climate crisis, Ontario


teachers are actively investing in the oil and gas projects causing this damage. Pushing for the OTPP to divest may feel it’s important


daunting, however, to know


that pension funds around the world, includ- ing the New York State’s pension fund and Europe’s biggest pension fund, have already begun divesting from fossil fuels. Tere are organizations and people working in Canada to encourage the OTPP to divest. To make this move possible, lots of teachers need to get on board. Shiſt: Action for Pension Health and Planet Wealth, which works to protect pen- sions and supports a zero-carbon future, is a great resource to help you make your voice heard. How can we continue to teach our stu- dents knowing our paycheques are contrib- uting to the climate crisis that may devastate their future? As we navigate our changing world, it is


too easy to become paralyzed by feelings of helplessness. To effectively support our stu- dents through this uncharted territory, we have a responsibility to continue educating ourselves and seeking out stories of progress, reminding us that a hopeful future is possible if we are ready to work for it. n


Mika Gang is a member of the Elementary Teachers of Toronto.


ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 25


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