Gregory Lowan-Trudeau is originally from Moh-kíns-tsis (Calgary, Canada), and is of Métis, Swiss, and Norwegian ancestry. He is Associate Professor in the Werklund School of Education at the University of Calgary. This is his second book in the (Re)thinking Environmental Education series.

• Acknowledgements – Author’s Note – Introduction and Overview – Narrating a Critical Indigenous Pedagogy of Place: Education, Activism, and Research – Indigenous Environmental Activism and Education in Urban, Rural, and Remote Contexts: a Tale of Two Cities – A Rose by any Other Name: Repressive Tolerance, Burnout, and Hope in the New West – Protest as Pedagogy: Exploring Teaching and Learning in Indigenous Environmental Movements – From Reticence to Resistance: Understanding Educators’ Engagement with Indigenous Environmental Issues – Critical Media Literacy and Engagement: Insights from Indigenous Environmental Movements and Educational Contexts – Resistance Revisioned: Indigenous Renewable Energy Development and Education – Conclusions, Implications, and Future Possibilities – Index.

"In Protest as Pedagogy: Teaching, Learning, and Indigenous Environmental Movements, Gregory Lowan-Trudeau carefully and eloquently integrates inquiry, scholarship, and narrative while demonstrating the pedagogical potential of Indigenous environmental movements, as well as the social movement potential of education. He shows that whatever one means by contested terms such as ‘decolonization’ and ‘reinhabitation,’ these concepts remain mere abstractions unless one begins to live within the tangle of possibilities they suggest. This book helps us see how the meanings of social change and cultural reinvention need to be constantly revised as we develop embodied practices of becoming in relation to others who are also becoming.”—David Greenwood, Professor and Canada Research Chair in Environmental Education, Lakehead University