Portraits of Struggle
Select Study Guide for Instructors
Photographs: Orin Langelle
This guide is for use by instructors for class discussions related to select images that appear in the book, Portraits of Struggle by photojournalist Orin Langelle. Instructors may choose to integrate student use of online resources during discussions, which can be used to enrich the experience with additional information, and provide an opportunity to discuss reliability/credibility of online sources.
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Commandante Tacho, La Realidad, Chiapas, Mexico (8); La Realidad, Chiapas, Mexico (Page 9)
1) What symbols are depicted on Commandante Tacho’s clothing and person? What might each of those symbols represent? (e.g.: status, anonymity, defense)
2) In Article 27 of the Mexican Constitution, what rights are codified for indigenous communities? How is this section of the Mexican Constitution relevant and/or important to indigenous communities? How might the Mexican Constitution be expanded to further promote indigenous rights and culture?
3) How could the United States Constitution codify or further codify indigenous rights for Americans?
4) What does NAFTA stand for?
5) What groups benefit from NAFTA and other global trade agreements?
6) What groups might experience harm from NAFTA and other global trade agreements? (e.g.: indigenous groups, US labor groups etc.)
7) What changes to Mexico’s Constitution were required for NAFTA to pass? 8) Who specifically initiated changes to Mexico’s Constitution?
9) How might the Zapatistas come to view multinational corporations such as International Paper? Why? Were there sentiments justified? Why?
10) See the quote in italics at the bottom of page 9. Discuss.
11) What is globalization?
12) Why would groups oppose globalization? How might groups oppose it? What specific actions might this involve?
Amador Hernadez, Lacandon Jungle, Chiapas, Mexico (Page 13)
1) What is a ‘carbon offset’? How are carbon offsets employed and work in theory? 2) Do carbon offsets minimize or maximize pollution? How so? Explain.
3) Why did indigenous communities in Chiapas, Mexico oppose involvement in carbon offsets?
4) What was the response by Mexican officials when Chiapas communities opposed involvement in offset sales by the Mexican government? Why might communities involved find the Mexican government’s response unjust?
5) How did the community respond to initial sanctions by Mexico related to health and well being of members of the community?
6) When the Mexican government threated enforced removal how did the community respond? 7) What was the outcome?
8) What can you observe in the image on page 13 taken days before the military was scheduled to enter the community? How are these women preparing for the upcoming conflict?
9) What actions can be taken by the Mexican government to support the rights of indigenous communities while mitigating pollution in general?
Liempi Colipi, Wallmapu, Chile (Page 23)
Suggested Discussion Theme: Cooperation
1) Review the image and caption on page 23. Discuss.
2) How can two rival groups work together towards a common goal? What would this look like?
3) To establish cooperation, do two rival groups resolve/address their differences and histories first, or do they focus on moving forward? Why?
4) How would the group’s structure such a project? (e.g.: Actively working on day-to-day goals together? Assigning tasks to each group? Forming sub-group partnerships for specific tasks?)
5) What would leadership look like when two rival groups are working together towards a common goal?
6) What would a decentralized leadership model look like and how might this model be advantageous? (e.g.: lean, quick response times, increased flexibility).
7) Do we see any examples of rival groups working together towards a common goal today? Where?
8) Does this model work? What are the long-term benefits?
9) Where else have we seen this structure of cooperation employed historically? (e.g.: Anti fascists who opposed Mussolini- Italy) What was the outcome?
Whapmagoostui (Great Whale), Cree Territory, Quebec, Canada (Page 27)
Suggested Discussion Theme: Ageism
1) What do you find most striking in this image?
2) Do you think it’s advantageous to invite community elders into a social movement or protest action? Why or why not? Explain.
3) What qualities might elders bring to groups who oppose actions by government or industry that can have negative effects in the community?
4) What are stereotypes? What are some negative stereotypes that exist regarding older people? Can we find examples that conflict with these stereotypes? What are some examples?
5) What are some negative stereotypes of college students or college-age people? Can we find examples that conflict with these stereotypes? What are some examples?
6) How can we break through negative stereotypes related to age, gender, and ethnicity to bring more leverage to resistance groups? What actions might this involve?
7) How can we elevate all groups and participants and their unique contributions in a social movement?
8) How can we increase diversity in a social movement or community group that engages in political action? What specific actions might this involve?
9) How can we harness the life experiences of a diverse group in the community (e.g.: age, gender, socioeconomic status, race, ethnicity) to create powerful messaging in the United States? What would that look like?
Ella Rose, Union Hill, Buckingham County, Virginia, U.S. (Page 28)
Suggested Discussion Method: Open up discussion to integrate student use of computer or smartphones to enhance discussion and contribute additional background information, while instructor provides guidance regarding reliability and validity of online resources.
1) What are the demographics of Union Hill, Virginia? How does that compare to overall U.S. demographics?
2) What is the history of the founding of Union Hill, Virginia?
3) What does the term “freedmen” signify? Why is this distinction important?
4) Why were enslaved people buried in unmarked graves? How might this impact how residents interpret or view the construction of a pipeline in their community?
5) Why might a US oil company be inclined to run pipelines through communities with demographics similar to Union Hill?
6) Who is Ella Rose? What were her concerns about the proposed compressor station?
7) How can a community that lacks resources oppose large companies that impose upon their rights as Americans? What specific actions can member of the community take to successfully oppose such threats?
8) How did Union Hill successfully oppose the Atlantic Coast Pipeline? What specific actions of resistance did they employ?
9) Might the opposition tactics used at Union Hill be useful in other communities? How can other communities build upon Union Hill’s actions?
Mass-Protest, Free Trade of the Americas Summit, Miami, Florida, U.S. (Page 40)
1) What elements do you find interesting in the image that appears on page 40? 2) What symbols and signs do you see in the image that appears on page 40?
3) What was the FTAA and what did it do in regards to trade? What nations were involved in the Free Trade Area of the Americas?
4) In 2003, protestors took to the streets in opposition to the FTAA. How is this group different from those opposing NAFTA (pgs. 8-9)? How are they similar?
5) How is this group different from those opposing Hydro-Quebec (p. 23)? How are they similar?
6) How is this group different from those opposing carbon offsets in Chiapas, Mexico (pg. 13)? How are they similar?
7) How is this group different from those opposing the pipeline in Union Hill, Virginia (pg. 28)? How are they similar?
8) What effects can mass mobilization of protestors and protest marches have on global trade agreements?
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