Taking Root Discussion
For the majority of today’s session, you will discuss the film Taking Root. Please discuss the following questions:
How did Wangari act as an advocate? What levels of Advocacy could you see in the film?
Wangari acted as an advocate at all three levels:
Individual Advocate:
Recognized a need for firewood, water, and traditional foods of rural Kenyan women
Educating self and others
Encouraged women to plant trees and empowered them to take initiative to find local seeds, fostering self-reliance and dignity
Community Advocate:
The Green Belt Movement grew into a nationwide effort, creating local tree nurseries and mobilizing communities. She linked environmental degradation to poverty and hunger, encouraging people to advocate for their rights and demand accountability from leaders.
She created networks of women working together
Advocated for pushback against the corrupt Kenyan government that pursued colonially-influenced goals over what was best for the people
Particularly as Daniel arap Moi’s government has prevented group gatherings.
Global / Humanitarian Advocate:
She brought international attention to environmental and human rights issues in Kenya
Encouraged women along the Saharan belt, not just in Kenya, to plant trees for themselves
Set an example for people across the globe, like us in Canada, that initiative, advocacy, and resistance can yield beneficial results for every level of society.
How did colonisation affect the Kenyans and do you see any similarities to Canada’s Indigenous Peoples?
Maathai witnessed these changes first-hand after returning from the U.S.
Cultural Suppression & Religious Oppression were established in an attempt to assimilate both peoples.
Canada’s Indigenous Peoples also experienced suppression of cultural practices and marginalization of their voices, through interventions like residential schools and even earlier when European settlers landed in Canada and began taking over Indigenous lands for their own colonial gain, unaware or uncaring of preexisting Indigenous land and lifestyle.
In Kenya & Canada, the British established Christian churches and attempted to destabilize traditional spiritual ideas
Environmental degradation:
Is relevant in both colonization of Canadian Indigenous Peoples and Kenyans:
Kenyans: Large tracts of indigenous forest cleared (coffee, tea)
Soil erosion -> increased desertification -> rivers drying -> loss of biodiversity -> loss of livelihood
Local farmers could no longer sustain themselves with traditional practices. (Land is uncultivatable due to lack of shrubbery and forestry, “soil was washing down hills in their fields”)
Canadian Indigenous Peoples: Increased foot traffic and machinery in the north has reduced sea ice, increased seaside erosion.
Hinders Indigenous (especially Inuit) hunters from roaming on previously solid ice.
Changes caribou, seal, other animal migratory patterns
Polar bear attacks / sightings near Indigenous civilization are increasing.
Century-long cultural practices are being erased.
Why is a film about planting trees related to health? What Social Determinants of Health do you see illustrated in this film?
Trees provided firewood, allowing for the cooking of traditional, nutritious, and less processed foods, improved soil, restored clean water, and increased food availability. (SDoH: Physical Environment & Food Security).
Allowed women and the community as the initiative grew to take back control of their lives, land, and communities, improving mental health outcomes by negating feelings such as helplessness/ lack of control (SDoH: Social and Community Connection).
Spiritual and cultural significance of restoring nature by planting trees (SDoH: Culture)
In what ways do you see the effects of grassroots changes demonstrated in this story?
The movie portrayed how grassroots initiatives and changes can quickly snowball and grow to have community, national, and global-level effects.
Communal resistance is necessary to implement change on a broader scale, if none of the women had stood by Maathai throughout President Moi’s political oppression, then it is unlikely that she would have actually been able to continue her resistance (or at least bring national change).
Portrayed the importance of implementing change on a small scale, such as individual, and slowly but surely helping others to do the same by leading by example and empowerment.
What did you learn about the importance of food security?
When deforestation stripped communities of fuel, people could no longer cook traditional crops that required long cooking times. This led to an overreliance on refined, carbohydrate-heavy foods, causing malnutrition and disease.
Wangari emphasized local agriculture using native plants, root vegetables, and perennial crops to make food available year-round, even for those who lacked money.
Food security was presented not only as a nutritional issue but as a human right and cultural right. When people lost access to traditional food, they lost a part of their identity and resilience.
What are your thoughts on the fact that Wangari refused to give the women seeds? How does this relate to empowerment?
By not supplying seeds, the woman had to become self-reliant, meaning they would not need to ask or retrieve seeds from someone else and were able to get them for themselves. Being self-sufficient is empowering because you gain control of your outcome with reduced barriers in your way
Encouraged women to take ownership of their health and take pride in their work
Teaching the tree planting process brought the community together
Choice and control are powerful
As said by Wangari, “You cannot protect the environment unless you empower people.” By trying to create a means for initiative for these women, Wangari is supporting environmental development in the long term and empowering them by teaching the women how to resource for themselves. She understands the importance of community and by encouraging the women to source their own, she is demonstrating and teaching resiliency within these women and thus within the environment, as well as the younger/ future generations.