Filmic Disciples and Indigenous Knowledges: the Pedagogical Imperative in El abrazo de la serpiente (Ciro Guerra, 2015)To drink yagé is to learn.Davis 1996: 226.El conocimiento es de todos. Karamakate, El abrazo de la serpiente.
Filmmaking as/and Indigenous pedagogyCritical approaches to pedagogy in Indigenous Studies have proved a fertile field of enquiry and crucial sphere of influence, not surprisingly so, as formal schooling has for many Indigenous citizens been one of the most violent forms of coloniality and domination, emblematized in the forced removal of Indigenous children from communities for assimilation purposes. Education programs led by the state or church authorities, and their silencing of Native languages and intimate relationship with catechism throughout Abiayala, as Indigenous activists from (Latin) America know the hemisphere, 1 have meant that Western notions of learning have been violently forced upon Indigenous communities. The overt disavowal of Indigenous histories, cultures, and stories in curricula has also meant that the wider school-going population remains woefully ignorant of the discrimination and distress Indigenous communities suffer, and equally of their vitality, creativity and contribution to national and international polities.One critical space of learning and un-learning to emerge in this panorama is cinema. The reclaiming of filmmaking as a pedagogical and resistant act crafts 'scenes of Indigenous instruction' (Allen 2002: 132) that demonstrate situated listening and cross-generational exchange, summoning the imagination of young audiences. Drawing on Chadwick Allen's work in Indigenous literary studies (2002), Joanna Hearne (2008) analyses scenes of storytelling in Native US animation films as 'pedagogical iconographies' (89), which 'intervene[s] in the historically assimilationist educational models of institutional schooling systems' (95). In the context of misleading narratives of Indigenous disappearance, homogeneity or obeisance, the initiatives Hearne examines -episodes from the 1999 series Stories of the Seventh Fire and Raven Tales (Simon James, 2004-), among other titles -offer reparative approaches in the diegetic staging of children as listeners. In Hearne's words, these 'productions strategically reimag[ine] youth as both film authors and as listening audiences' (106). The importance of rebuilding Native identity and vitality through the filmic mise-enscène of storytelling has a clear social and historical context. Moreover, such works favor the consolidation of Indigenous audiences among their intended publics. A recent wave of films emerging from Latin America invites us to examine how such a pedagogical imperative operates in the work of non-Indigenous directors also, this time, for adult audiences. Works such as Ixcanul (Jayro Bustamante, 2016), Roma (Alfonso Cuarón, 2018) and Pájaros de verano (Ciro Guerra and Cristina Gallego, 2018) -to cite just a few recent examples -attest to the valency of indigeneity for non-Indigenous filmmakers, who, working fa...