and purpose in her life, nurtured through her community’s work with youth. It was Asubpeeschoseewagong’s program


Spirit of the Youth that was transformational for Issacs and other young people. Te focus of this youth empowerment program was on environmental issues including mercury poisoning, caring for the land and water. Te youth were trained as leaders and advo- cates, hosting conferences with their peers throughout Grassy Narrows territory and beyond, to discuss the important issues that their communities faced. Te advocacy that they started has continued to support and strengthen their community. Like others in her community, Isaacs be-


came a strong advocate for her people. She identifies arts-based programming as an im- portant wellness support. Aſter what she de- scribes as a “dark time” when many young people took their own lives, healing through art has offered youth a new way to have a voice. Multiple projects have resulted, includ- ing a 2016 project with N’we Jinan to pro- duce Home to Me, a song about the land they live on. N’we Jinan Creative Studios provide youth with opportunities to collaborate with professional musicians and music producers for in-school or community-based programs ranging from one to three weeks in duration. Tese programs aim to empower youth to ex- plore creative communication and share their artistic voices. Finding ceremony and strengthening her


own cultural beliefs and practices has been an important part of how Isaacs moved her advocacy forward. She has carried her com- munity’s Sun Dance bundle, and now runs sweat lodges, which are an important cultur- al practice. Tese ceremonial roles are a great responsibility, given only to people who have prepared themselves. Isaacs told me that she found her life’s


purpose: to speak up about land, water and the environment. She does this not only for the health of the people but also for the health of the water, which is an essential part of the culture and ceremonial life of the community. Isaacs urged me to tell educators to “teach


the truth. Share the stories of Indigenous people as strong advocates, powerful voices for the Land and water.”


SUPPORTING THE FIGHT FOR JUSTICE


Te story of Grassy Narrows and the River Run can be used to educate students about environmental racism, advocacy and the persistence and strength of Indigenous Peo-


ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 19


ples. Te first River Run in 2010 is well docu- mented and can be shared in the classroom to generate discussion and drive inquiry. Tere are also numerous articles on more


recent River Run rallies and supports for ed- ucators who want to teach their students not only about the inaction of the government and the impacts of environmental racism but also about the activism and resilience of In- digenous communities. Follow freegrassy.net for regular updates,


news and events in Grassy Narrows. You can sign up for periodic newsletters, check out the take action page and find resources to share in your own networks. Research the work that community


members are doing to build capacity and take back power. Anishinaabe women in Ontario organize water ceremonies and wa- ter walks. Attend any open events, listen to what community members have to say, and share this information with others. Look for events near your community to learn more. Look at your own community or region.


What types of industries have negative envi- ronmental impacts? Consider things like rail- way lines, transit routes, highways, disposal sites. Who is most at risk of being affected by these? Is there an opportunity to do commu- nity organizing or support ongoing efforts? n


JoAnne Formanek Gustafson is an Anishinaabe of Gojijiing and a member of the Rainy River Occasional Teacher Local.


RESOURCES


N’we Jinan Artists Home to Me youtube.com/watch?v=EgaYz8YWsO8


Treaty 3 Connections: Learning about Worldview of Indigenous people. teachmag.com/treaty-3-connections


Amnesty International. 2020. Te youth rising up against Canada’s mercury crisis. youtube.com/ watch?v=JgasHx0pJxM&t=8s


Danks, S. 2024. Raven Trust. Event Recap: Movement Building and Jus- tice with Judy Da Silva raventrust.com/campaigns/grassy- narrows/


Interview with Judy Da Silva youtube.com/watch?v=X8XTY8Qny-s


“ THE STORY OF GRASSY NARROWS AND THE RIVER RUN CAN BE USED TO EDUCATE STUDENTS ABOUT ENVIRONMENTAL RACISM, ADVOCACY AND THE PERSISTENCE AND STRENGTH OF INDIGENOUS PEOPLES. THE FIRST RIVER RUN IN 2010 IS WELL DOCUMENTED AND CAN BE SHARED IN THE CLASSROOM TO GENERATE DISCUSSION AND DRIVE INQUIRY.”


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