All Object Lessons
Contested Heritage

The Shuka and the Beadwork: Whose Pattern Is This?

⏱ 45 minutes 🎓 Primary & Secondary 📚 history, ethics, art, citizenship, language
Core question How did the bright red shuka of the Maasai become one of the world's most recognised pieces of clothing — and what does the Maasai fight to protect their cultural patterns teach us about who owns a tradition?
A Maasai man wearing the traditional red shuka and beaded jewellery. The shuka is recognisable around the world — and the Maasai have been fighting since 2010 to protect their cultural patterns from being used by international brands without permission. Photo: Ninaras / Wikimedia Commons / CC BY-SA 4.0
Introduction

In southern Kenya and northern Tanzania, the Maasai people are recognised around the world by what they wear. The shuka is a long rectangle of bright red cotton cloth, usually with thin black stripes crossing it in a check pattern. It is wrapped over the shoulder and falls to the knees. Around their necks, wrists, and ankles, Maasai women wear elaborate beaded jewellery — small coloured glass beads threaded onto wire and arranged in careful patterns. Different patterns have different meanings: a married woman wears different beadwork from an unmarried girl; an elder wears different colours from a young warrior. Together, the shuka and the beadwork have made the Maasai one of the most photographed peoples in the world. Tourist brochures of East Africa show them. National Geographic covers feature them. Films set in Africa often dress characters in something close to Maasai dress. And here is where the story becomes complicated. International companies have used Maasai imagery — the red shuka pattern, the beadwork colours, even the word 'Maasai' itself — to sell luxury cars, designer handbags, perfumes, watches, even fashion sneakers. Land Rover has had a 'Maasai' Range Rover model. Louis Vuitton has used Maasai-inspired patterns. Microsoft, Calvin Klein, Diane von Furstenberg, and many others have all used the Maasai brand. None of them paid the Maasai. None of them asked for permission. Some Maasai elders argue that this is the same kind of taking that happened with their land in the colonial era — only this time, what is being taken is their image. The Maasai Intellectual Property Initiative (MIPI), founded around 2010, has been working to change this. This lesson asks how the shuka became globally famous, what the beadwork actually means, and what we owe to the Maasai for the use of their patterns.

The object
Origin
Made and worn by the Maasai people of southern Kenya and northern Tanzania. About 1.2 million Maasai live across the two countries today.
Period
The current red shuka pattern dates from the late 19th and 20th centuries, when imported cotton cloth replaced earlier hide clothing. Beaded jewellery in some form has been worn for centuries. Both are very much alive today.
Made of
The shuka is a long rectangle of cotton cloth, usually woven in a red checked pattern with thin black stripes (other colours including blue, purple, or yellow are also worn). The beaded jewellery is made of small coloured glass beads, threaded onto wire or strong fibre and arranged in careful patterns. The beads were originally trade beads from Europe; today many are mass-produced.
Size
A shuka is typically about 1.5 to 2 metres long and 1 metre wide. Beaded collars (called isipakisi or similar names depending on which Maasai community) can be 30 to 50 cm across.
Number of objects
Many millions of shukas are in use across Maasai communities and beyond. Beaded jewellery is made by Maasai women in great quantities for both daily use and sale.
Where it is now
Worn daily by Maasai people across Kenya and Tanzania. Sold worldwide as fashion items, often without Maasai involvement. The Maasai Intellectual Property Initiative (MIPI) is working to change this.
Before you teach this — reflect

Questions for you

  1. The Maasai are one of the most-photographed peoples in the world, but the photographs often misrepresent them. How will you teach the real Maasai rather than a tourist version?
  2. Cultural appropriation is a real legal and ethical question for the Maasai. How will you teach this without making the lesson preachy?
  3. The Maasai are a modern people with modern lives. How will you keep them in the present tense, not as 'noble warriors' frozen in time?

Common student difficulties — tick any you have noticed

Discovery sequence
1
Imagine you are a Maasai woman in southern Kenya in the 19th century. You and your family live by herding cattle and goats. Your clothing is made from hides — leather skins from your animals. The hides are decorated with simple patterns. Beadwork in some form has been part of Maasai life for centuries, but the small coloured glass beads from European traders only started arriving in large quantities in the 1800s. Until then, your beadwork used materials from the land — seeds, shells, bone, dried clay. Now imagine the same Maasai community 100 years later, in the 1950s. The hides are still worn for some occasions, but cotton cloth from British and Indian traders has become common. The bright red checked cloth — the shuka as we know it today — has become standard. The bead trade has expanded; the patterns have grown more elaborate. By the 1960s, when Kenya and Tanzania become independent countries, the Maasai look much as they look today. Why does it matter that the modern Maasai look is relatively recent?
Points to consider (for the teacher)

Because outsiders sometimes treat the Maasai as 'unchanged' or 'timeless'. Tourist brochures and films often imply the Maasai have always looked the way they look now. They have not. The bright red shuka — what most people think of as the most ancient Maasai dress — is largely a 20th-century development, made from imported cloth bought through trade. The current beadwork tradition uses imported glass beads. None of this makes the Maasai less authentic. It makes them like every other living culture: changing over time, adopting new materials, keeping what works, dropping what does not. Many traditions students think of as 'ancient' have similar histories. The Scottish kilt as we know it dates mostly from the 19th century. The 'traditional' Christmas tree is from 16th-century Germany. The white wedding dress was popularised by Queen Victoria in 1840. 'Old' is a relative term. Students should see that 'living tradition' is the right phrase. The Maasai are alive. Their clothing has changed. It will keep changing. This is what real culture does.

2
Maasai beadwork is not just decoration. It is a careful visual language. Different colours have different meanings. Red often means bravery, unity, or the colour of the cattle that are central to Maasai life. White means peace, purity, or milk. Blue means the sky and rain (water is precious in dry East Africa). Green means health, the colour of grass. Orange and yellow mean warmth and hospitality. Black means the people themselves and the struggles they face. The arrangements of beads also matter. A young unmarried Maasai girl wears different jewellery from a married woman. An engaged woman wears specific pieces. A new mother wears different ones. An elder wears yet different ones. The beadwork tells you, at a glance, who someone is in their community. Why might a community develop such a careful visual language?
Points to consider (for the teacher)

Because in a world before printed identification, the body itself carried information about who you were. Many cultures have had similar systems. Some Indian communities have specific markings or jewellery for married women. Some Jewish communities have specific items of clothing that indicate religious status. Some Pacific tattoos mark age, family, or achievements. The Maasai system is one of many. Each carries practical and ceremonial information together. There is also an aesthetic point: the beadwork is beautiful as well as informative. A skilled Maasai woman who makes beadwork is doing the same work as any artist anywhere — choosing colours, arranging patterns, refining her craft. Many Maasai women earn income from making beadwork for sale, both within their communities and to tourists or international markets. The beadwork is also an economic activity. It is not 'primitive ornamentation'. It is sophisticated craft and communication. Students should see that the small coloured beads carry a lot of meaning per centimetre. The Maasai have refined this for over a century, building on much older traditions of body decoration.

3
In the late 1990s and early 2000s, Maasai elders began to notice something. International luxury brands were using Maasai imagery on their products. Land Rover had a 'Maasai' edition Range Rover. Louis Vuitton had a 'Maasai' fashion collection. Calvin Klein had Maasai-inspired prints. Microsoft used a Maasai-inspired pattern for the launch of Windows 7. Many other companies had similar products. None of them had paid the Maasai. None of them had asked for permission. None of them had credited the source. Some of these products were selling for thousands of dollars each, while many Maasai families were living on less than a few dollars a day. In 2010, with help from American lawyers and the non-profit Light Years IP, Maasai elders established the Maasai Intellectual Property Initiative (MIPI). The aim: to register the word 'Maasai' and key Maasai patterns as legally protected trademarks. Companies that wanted to use the brand would have to pay licence fees, which would go to Maasai community projects. Is this fair?
Points to consider (for the teacher)

Most thoughtful people on the question would say yes. Companies pay enormous sums for the right to use other brands — Adidas, Coca-Cola, Disney, the Olympic rings. Why should the Maasai brand be different? The Maasai have been associated with their distinctive imagery for generations. The brand has commercial value. The community that built that value should benefit from it. There are also wider arguments about cultural appropriation, colonial legacies, and the fact that wealthy companies in wealthy countries have made millions from imagery taken from one of the world's poorer communities. Some critics argue that 'culture cannot be owned' or that the Maasai brand is too vague to register. But intellectual property law is full of similar registrations — country-of-origin labels (Champagne, Roquefort, Tequila), traditional craft marks (Harris Tweed), and many others. The Maasai case is unusual but not impossible. As of the mid-2020s, MIPI has registered Maasai trademarks in some countries and continues to work in others. Some companies have agreed to pay licence fees. Many have not. Students should see that this is one of the most important Indigenous cultural property cases in modern history. The outcome will affect not only the Maasai but every Indigenous community whose imagery is used by global brands.

4
The Maasai today are not what tourist brochures often show. They are not all warriors with spears. They are not all standing in front of acacia trees at sunset. They are doctors, teachers, government officials, students, businesspeople, and elders, as well as herders. Many Maasai live in cities — Nairobi, Arusha, Mombasa. Many are highly educated. Some are leaders in Kenya and Tanzania's national politics. At the same time, traditional Maasai life — herding cattle, beadwork, the shuka, age-grade ceremonies — continues for many. Many Maasai move between traditional and modern life, sometimes daily. Climate change threatens the traditional grasslands. Land disputes with conservation areas (national parks were often created on Maasai land without consent) continue. The Maasai are dealing with all the issues every modern people deals with, plus some specific to their situation. What does it mean to teach the Maasai honestly?
Points to consider (for the teacher)

To teach them as a real, modern people. Not as a frozen tourist image. Not only as victims of land loss or cultural appropriation. Not only as photogenic warriors. The Maasai are about 1.2 million people. They have a great deal of internal variety. Some are conservative; some are reformist. Some are Christian; some follow traditional Maasai religion; some are Muslim. Some live as their grandparents did; some live in cities. Some support the Maasai Intellectual Property Initiative; some are sceptical of it. This is what every real community looks like up close. The shuka and the beadwork are part of Maasai life, but they are not the whole of it. The lesson should honour both — the visible distinctive culture, and the modern complexity behind the visible. Students should see that 'authentic Maasai' is not one thing. The most authentic thing about the Maasai today is that they are alive, modern, and continuing to make their own choices about which traditions to keep, which to change, and how to be in the world. End the discovery here. The lesson is finished. The shuka is still being worn. The beadwork is still being made. The legal fight continues.

What this object teaches

The Maasai shuka is the bright red checked cotton cloth worn by Maasai people of southern Kenya and northern Tanzania. The current pattern dates mostly from the 20th century, when imported cotton replaced earlier hide clothing. Maasai beaded jewellery is a sophisticated visual language, with different colours and arrangements indicating age, marital status, and other information about the wearer. Together, the shuka and the beadwork have made the Maasai one of the most-photographed peoples in the world. International luxury brands — Land Rover, Louis Vuitton, Calvin Klein, Microsoft, and many others — have used Maasai imagery to sell their products without paying the community or asking permission. In 2010, the Maasai Intellectual Property Initiative (MIPI) was founded to register Maasai trademarks and require companies to pay licence fees. The initiative is one of the most ambitious cultural property efforts by any Indigenous people. The Maasai today are about 1.2 million people, living modern lives across Kenya and Tanzania. The shuka and the beadwork are part of their life, but not the whole of it.

QuestionWhat many people assumeWhat is actually true
How old is the bright red shuka?Ancient and unchangedThe current pattern dates mostly from the 20th century, made from imported cotton
Is Maasai beadwork just decoration?YesIt is a sophisticated visual language. Different patterns mean different things — age, marital status, and more.
Have brands paid the Maasai for using their imagery?Yes, of courseNo. Many international brands have used Maasai imagery without payment or permission.
Are the Maasai a 'lost tribe'?YesNo. About 1.2 million Maasai live today, with modern lives, education, and political voice
Can a community own its cultural pattern legally?NoIt is being tested. The Maasai Intellectual Property Initiative is one of the most ambitious such efforts in the world.
Key words
Shuka
The long rectangle of cotton cloth worn by the Maasai, usually in a bright red checked pattern (other colours also worn). Wrapped over the shoulder and falling to the knees.
Example: A typical shuka is about 1.5 to 2 metres long and 1 metre wide. It is light enough to be worn in the hot Maasai homeland but warm enough for cold mornings.
Maasai
A people of southern Kenya and northern Tanzania, living mostly as cattle herders. About 1.2 million Maasai live across the two countries today. They speak the Maa language.
Example: Famous Maasai areas include the Maasai Mara in Kenya and the Serengeti in Tanzania (which were named after the Maasai). Both are now national parks.
Beadwork
The art of arranging small coloured beads in patterns. Maasai beadwork uses small glass beads (often imported) threaded onto wire or fibre and arranged in specific designs that carry meaning.
Example: A married Maasai woman might wear an isipakisi — a flat circular beaded collar that lies on the chest. Different communities have different versions.
Cultural appropriation
The use of cultural elements from a community by people who are not from that community, usually without payment, permission, or proper credit. Different from cultural exchange, which is mutual and respectful.
Example: Land Rover's 'Maasai' Range Rover and Louis Vuitton's Maasai-inspired collection are widely cited examples of cultural appropriation in the fashion industry.
Maasai Intellectual Property Initiative (MIPI)
A legal effort founded around 2010 to register Maasai cultural patterns and the word 'Maasai' as protected trademarks. Aim: to require companies that use Maasai imagery to pay licence fees, which fund Maasai community projects.
Example: MIPI is supported by Maasai elders from many communities and works with the non-profit Light Years IP. It has registered trademarks in some countries and continues to work in others.
Trademark
A legal protection for a name, symbol, or pattern, registered with a government and enforceable in court. Trademarks usually require the owner to license use to others, often for a fee.
Example: Adidas's three stripes are a trademark. Coca-Cola's red colour and lettering are trademarks. The Maasai Intellectual Property Initiative aims to make 'Maasai' and key Maasai patterns trademarks too.
Use this in other subjects
  • Geography: On a map of East Africa, mark the Maasai homeland — southern Kenya and northern Tanzania. The Maasai Mara, the Serengeti, Mount Kilimanjaro, and the Ngorongoro Crater are all in or near Maasai land. Discuss how the Maasai homeland was divided when European powers drew the Kenya-Tanzania border in 1885.
  • History: Build a class timeline of Maasai history: traditional Maasai life (centuries), arrival of European colonists (1880s), British colonial rule (1895-1963), Kenyan and Tanzanian independence (1961-1963), Maasai land losses to national parks and conservation areas (continuing through the 20th and 21st centuries), Maasai Intellectual Property Initiative (2010 onwards).
  • Ethics: Hold a calm class discussion: 'Should companies pay communities when they use their cultural imagery to sell products?' Use the Maasai case as one starting point. Strong answers will see this as a real legal and ethical question with arguments on both sides.
  • Citizenship: The Maasai Intellectual Property Initiative is one of the most ambitious cultural property efforts by any Indigenous people. Discuss what other communities might benefit from similar protections — Indigenous Australians (boomerangs), the Anishinaabe (dreamcatchers), the Akan (kente cloth), and many others mentioned in this collection.
  • Art: Look at images of Maasai beadwork. Note the patterns, the colours, the arrangements. Each student designs a small beadwork pattern that uses colours to carry meaning — happiness, sadness, family, friendship. Discuss: how does pattern carry meaning? The Maasai have refined this for over a century.
  • Mathematics: Beadwork involves careful counting and arrangement. A typical Maasai beaded collar might use 1,500 small beads in specific patterns. Discuss the geometry: rows, repetitions, symmetry, colour ratios. Beadwork is craft and applied mathematics together.
Common misconceptions
Wrong

The bright red Maasai shuka is ancient and unchanged.

Right

The current shuka pattern dates mostly from the 20th century, when imported cotton replaced earlier hide clothing. The Maasai are a real living culture, not a museum piece.

Why

This is one of the most common errors. 'Ancient' is what tourists want to see. The truth is that Maasai dress, like all dress, has changed over time.

Wrong

Maasai beadwork is just decoration.

Right

It is a sophisticated visual language. Different colours have different meanings. Different patterns indicate age, marital status, life events, and more. The beadwork is craft, communication, and economic activity at once.

Why

Calling careful traditional craft 'decoration' is one of the ways outsiders dismiss Indigenous arts. The Maasai have refined this language for over a century.

Wrong

Famous brands using Maasai imagery is a compliment to the community.

Right

It is cultural appropriation when no payment, permission, or credit is given. Maasai elders have spoken openly about this for over a decade. They want the brands to pay licence fees, like any other trademark.

Why

'It's free advertising' or 'it's a compliment' are common defences of cultural appropriation. The community whose imagery is used should be the one to decide whether the use is welcome.

Wrong

The Maasai are a 'lost tribe' or 'untouched by modernity'.

Right

About 1.2 million Maasai live today across Kenya and Tanzania. Many are highly educated. Many live in cities. Many are doctors, teachers, government officials, businesspeople. Traditional Maasai life continues, but modern Maasai life is just as real.

Why

The 'lost tribe' image is what tourist brochures sell. Real Maasai life is much wider and more modern.

Teaching this with care

Treat the Maasai as a living modern people, not as a tourist image. Use 'Maasai' (their own preferred spelling) rather than 'Masai' (an older, more colonial form). Pronounce 'Maasai' as roughly 'mah-SIGH'. Honour them by not falling into the 'noble warrior' framing that tourist brochures use. The Maasai are about 1.2 million people, with the same range of lives as any community: doctors, teachers, herders, students, government officials, urban professionals. Traditional culture is real and continues, but it is not the whole of Maasai life. Be honest about cultural appropriation without making the lesson about white guilt. Many of the brands that have used Maasai imagery did so without thinking about it — the lesson is to think about it now, going forward. Do not single out individual companies for repeated criticism; the pattern is broader than any one offender. Be aware that the Maasai face real ongoing issues — climate change affecting cattle herding, land disputes with conservation areas (many national parks were established on Maasai land without consent), tensions with Kenyan and Tanzanian governments, the gradual urbanisation of Maasai life. These are part of the modern Maasai story. Avoid the lazy 'Maasai are dying out' narrative; they are not. They are changing, like every culture changes. If you have students of African heritage, especially East African heritage, give them space to share if they want, but do not put them on the spot. Avoid mixing Maasai with other East African peoples — Samburu, Turkana, Kikuyu, Luo, Chagga, and many others are all different, with their own languages and traditions. The Maasai are one of many. Finally, end the lesson on the present. The shuka is being worn. The beadwork is being made. The legal fight continues. The Maasai are here.

Check what students have understood

Answer each question in one or two sentences. Use what you have learned about the Maasai shuka and beaded jewellery.

  1. What is a Maasai shuka, and where is it from?

    A shuka is a long rectangle of cotton cloth, usually in a bright red checked pattern, worn by Maasai people of southern Kenya and northern Tanzania. It is wrapped over the shoulder and falls to the knees.
    Marking note: Award full marks for any answer that mentions the cloth, the colour, and the people. Specific dimensions are a bonus.
  2. How is Maasai beadwork more than decoration?

    It is a sophisticated visual language. Different colours have different meanings — red for bravery, white for peace, blue for the sky, green for health. Different patterns indicate age, marital status, life events. The beadwork is craft and communication together.
    Marking note: Strong answers will mention both the colour meanings and the social meaning of patterns. Either is enough for partial credit.
  3. What is the Maasai Intellectual Property Initiative (MIPI)?

    A legal effort founded around 2010 to register Maasai cultural patterns and the word 'Maasai' as protected trademarks. The aim is to require companies that use Maasai imagery to pay licence fees, which fund Maasai community projects.
    Marking note: Award full marks for any answer that mentions both the legal nature and the financial purpose. Specific dates are a bonus.
  4. Why is it wrong to think the Maasai are a 'lost tribe' or 'untouched by modernity'?

    About 1.2 million Maasai live today, with modern lives across Kenya and Tanzania. Many are doctors, teachers, government officials, students, businesspeople. Traditional Maasai life continues, but modern Maasai life is just as real.
    Marking note: Strong answers will recognise the modern reality of Maasai life. The 'lost tribe' image is one of the things the lesson works to undo.
  5. What is one example of an international brand that has used Maasai imagery without permission?

    Examples include Land Rover (a 'Maasai' Range Rover edition), Louis Vuitton (a Maasai-inspired collection), Calvin Klein, Microsoft (Windows 7 launch pattern), and Diane von Furstenberg. Many have used the imagery without payment, permission, or credit.
    Marking note: Award full marks for any answer that names at least one specific company and the basic issue (no payment or permission).
Discuss together

These questions have no single right answer. Talk in pairs or small groups, then share your ideas with the class.

  1. Should companies pay communities like the Maasai when they use their cultural imagery to sell products?

    This is a real legal and ethical debate. Students may argue both ways. Strong answers will see that this is a serious question with arguments on multiple sides. Companies pay enormous sums for other trademark uses; the Maasai case asks whether traditional cultural imagery deserves similar protection. End by saying that this is one of the most important Indigenous cultural property cases in modern history, and the outcome will affect many other communities.
  2. In your own community or family, are there things you would not want copied or used by outsiders without permission?

    This is a personal question. Students may suggest religious symbols, family names, particular foods or recipes, traditional clothing, family stories. Push them to think about how it would feel if their things were used by strangers without acknowledgment. The deeper point is that the Maasai feeling about their cultural patterns is one many people would feel about things they hold close.
  3. The Maasai are one of the most-photographed peoples in the world, but the photographs often show them as 'frozen in time'. Why might this be — and is it harmful?

    Push students to think about how images shape understanding. They may suggest: tourist brochures sell a fantasy; real modern life is less photogenic; outsiders prefer the exotic image. Strong answers will see that this is a form of misrepresentation that has real consequences — it erases modern Maasai lives, and contributes to the idea that Maasai culture is 'free for the taking' because it is treated as universal property rather than belonging to a specific living people.
Teaching sequence
  1. THE HOOK (5 min)
    Without saying anything about the lesson, ask: 'Have you ever seen a bright red checked cloth worn by African herdsmen in films, on TV, or in tourist brochures?' Most students will say yes. Then say: 'That is the Maasai shuka. We are going to find out what it actually is, who wears it, and why several major international companies are in trouble for using it.'
  2. INTRODUCE THE OBJECT (10 min)
    Describe the shuka and beadwork: a bright red checked cotton cloth, worn by Maasai people of Kenya and Tanzania, often with elaborate beaded jewellery. Each beadwork pattern carries meaning — about age, marital status, and more. Pause and ask: 'How would you feel if your favourite item of clothing was sold by a luxury brand for thousands of dollars, with none of the money going to the community that invented it?' Listen to answers.
  3. UNDO THE WRONG STORIES (15 min)
    On the board, write three statements: (1) The bright red shuka is ancient and unchanged. (2) Maasai beadwork is just decoration. (3) Brands using Maasai imagery is a compliment to the community. Take each in turn. Replace each with what we now know — the modern shuka dates from the 20th century; beadwork is a sophisticated language; using the imagery without permission is cultural appropriation. End by asking: 'Why do these wrong stories spread?'
  4. THE TRADEMARK ACTIVITY (10 min)
    On the board, list four trademarks that everyone knows: Adidas three stripes, Coca-Cola red, Apple logo, McDonald's golden arches. Discuss: each is legally protected. Companies pay enormous sums to use any of these. Now write 'Maasai' next to them. Discuss: should this name and the Maasai patterns be similarly protected? Many lawyers and the Maasai Intellectual Property Initiative think yes. Some companies disagree. The case is being tested.
  5. CLOSING (5 min)
    Ask: 'When you next see a bright red checked pattern in a fashion shop or a tourist brochure, what will you think about?' Take a few honest answers. End by saying: 'The Maasai are real people, alive today, fighting for their cultural patterns to be respected. Their fight is one of the most important Indigenous cultural property cases in modern history. Now you know enough to recognise their pattern when you see it — and to ask the questions that need to be asked.'
Classroom materials
The Beadwork Language
Instructions: On the board, write five Maasai beadwork colours and their traditional meanings: red (bravery, unity, cattle), white (peace, milk), blue (sky, rain), green (health, grass), orange (warmth, hospitality). Each student designs a small bracelet on paper using these colours, with a meaning of their choice. They explain what their bracelet says without words. Discuss: this is beadwork as language.
Example: In Mr Lemayian's class, students designed bracelets with combinations like 'green-red-white' (health for our family, courage for our journey, peace at home). The teacher said: 'You have just used the Maasai system. Each colour is a word. Each pattern is a sentence. The Maasai have been refining this language for over a century. Now you have used it for one small bracelet.'
Trademark or No?
Instructions: On the board, write five things and ask students to vote on whether each should be a legally protected trademark: (1) the Adidas three stripes, (2) the Maasai red shuka pattern, (3) a country flag, (4) a national football team's name, (5) the dreamcatcher (from the earlier lesson). Discuss the vote. The deeper point: trademarks are choices societies make about who can use what.
Example: In one class, students voted for some and against others. Many were uncertain about the Maasai shuka. The teacher said: 'You have just had the same discussion that international lawyers are having right now. The Maasai Intellectual Property Initiative wants the answer to be yes. Some companies want it to be no. Both sides have arguments. The case is being tested in courts in different countries. Whatever happens will affect not only the Maasai but every Indigenous people whose imagery is used by global brands.'
Modern Maasai
Instructions: In small groups, students research (or imagine, if no resources are available) one specific contemporary Maasai person — a doctor, a politician, a businessperson, a writer, an athlete. Each group shares one example. Discuss: the Maasai are not just the warriors in tourist photos. They are doctors, teachers, government officials, students, businesspeople. Knowing this is a small piece of basic respect.
Example: In Mrs Naserian's class, students learned about Tepilit Ole Saitoti (a Maasai writer), Fred Sironka Ole Tipape (a Maasai conservationist), and many others. The teacher said: 'These are real Maasai people doing modern work. They are as Maasai as anyone in a tourist brochure. The shuka is part of who they are. So is their work. The full picture of the Maasai is much larger than any photograph can show.'
Where to go next
  • Try a lesson on the dreamcatcher for another example of cultural appropriation by global brands. The two complement each other.
  • Try a lesson on kente cloth for another African textile tradition that has gone global, with similar questions about who profits.
  • Try a lesson on the Asante gold weight for another West African tradition with a different relationship to global trade.
  • Connect this lesson to citizenship class with a longer discussion of intellectual property law and Indigenous rights. The Maasai case is one of many real ongoing fights.
  • Connect this lesson to art class with a longer project on patterns that carry meaning. Many traditions have such patterns; the Maasai is one.
  • Connect this lesson to history class with a longer project on East Africa — the long history of Maasai life, colonisation, independence, and modern challenges. The shuka and the beadwork are part of a much wider story.
Key takeaways
  • The Maasai shuka is the bright red checked cotton cloth worn by Maasai people of southern Kenya and northern Tanzania. The current pattern dates mostly from the 20th century.
  • Maasai beadwork is a sophisticated visual language, with different colours and arrangements indicating age, marital status, and other information about the wearer.
  • The shuka and the beadwork together have made the Maasai one of the most-photographed peoples in the world. International brands have used their imagery to sell products, often without payment or permission.
  • The Maasai Intellectual Property Initiative (MIPI), founded around 2010, is working to register Maasai cultural patterns as legally protected trademarks. Companies that use the imagery would have to pay licence fees.
  • About 1.2 million Maasai live today across Kenya and Tanzania. Many are doctors, teachers, government officials, businesspeople, and students. The Maasai are a real modern people, not a tourist image.
  • The Maasai case is one of the most important Indigenous cultural property fights in modern history. The outcome will affect many other Indigenous communities whose imagery is used by global brands.
Sources
  • Maasai Beadwork: A Visual Language — Donna Klumpp (1995) [academic]
  • Cultural property and Indigenous brands: The Maasai case — Light Years IP (2018) [institution]
  • Why the Maasai are fighting Land Rover — BBC News (2017) [news]
  • Tepilit Ole Saitoti: The Worlds of a Maasai Warrior — Tepilit Ole Saitoti (1986) [book]
  • Maasai Intellectual Property Initiative (MIPI) — MIPI (2024) [institution]