How does Australia’s latest Indigenous defeat relate to Environmental Education? The answer is direct complicity. This paper begins with the premise that the failure of Australia’s 2023 referendum on “The Voice to Parliament” is directly connected with education. The chapter builds on the proposition that local and Indigenous public knowledge could — and should — be the heart of environmental education. We apply a post-qualitative practice that is underpinned by innovative feminisms and the post-qualitative methods within a Multispecies Collaboratory, an experimental way of transforming our learning by attending to the responsive, relational world of all beings. We use this practice to think with while exploring socio-ecological relations, especially our own. Collaboratory colleagues include rivers with their kincentric ecologies, urban park ecosystems and backyard kin or families. Journaling, creative writing and photography record our learning journeys. The article concludes that continuing colonisation, epistemic violence and a culture of denial reinforce the dominant paradigm of silencing Indigenous voices. We argue that an Indigenous-informed onto-epistemology of living place can — and should — inform the heart and practice of environmental education, and an Indigenous-informed Multispecies Collaboratory is one way to deepen the multispecies engagement that underpins environmental education.

Real knowledge emerges from “impossible” worldviews. Or, put differently, it is possible to accept knowledge that is produced by people whose ontological presuppositions–their baseline assumptions about the nature of reality–one entirely rejects. How can this fact be accommodated, not by advancing a wishful post-dualism, dangerous post-secularism, or implausible ontological relativism, but by working within the tradition of secular political philosophy so that indigenous knowledge, too, can be a basis for public policy and collective action in secular societies? Via a reframing Amazonian multinaturalist perspectivism–which has so inspired post-dualist civilizational critiques–as a social theory of health and illness that informs contemporary Western epidemiology’s struggles to theorize the distribution of health and illness in mass society, this article advances a general approach to recognizing knowledge that has been developed on the other side of boundaries of ontological difference. It argues that the accuracy or efficacy of any particular indigenous knowledge-practice implies the generative potential as theory of the ontological presuppositions that facilitated the knowledge-practice’s evolution. Combining the ontological turn’s interest in the innovativeness of indigenous concepts with a proposal for superseding its incommensurable worlds and abandonment of the aspiration to more-than-local knowledge, the article shows that indigenous ideas and their underlying ontologies are more than generic alternatives to inspire Western civilizational renewal, and opens a path to their legitimization as actionable knowledge in the terms of secular public reason.

In a Kimberley place-based cultural story, Dangaba is a woman whose Country holds poison gas. Her story shows the importance of cultural ways of understanding and caring for Country, especially hazardous places. The authors contrast this with a corporate story of fossil fuel, illustrating the divergent discourses and approaches to place. Indigenous and local peoples and their knowledge, cultures, laws, philosophies and practices are vitally important to Indigenous lifeways and livelihoods, and critically significant to the long-term health and well-being of people and place in our locality, region and world. We call for storying and narratives from the pluriverse of sociocultural voices to be a meaningful part of environmental education and to be implemented in multiple places of learning. To know how to hear, understand and apply the learnings from place-based story is to know how to move beyond a normalised worldview of separation, alienation, individualism, infinite growth, consumption, extraction, commodification and craving. To know how to see, feel, describe and reflect upon experience, concepts and practice is to find ways to move towards radical generosity, mutuality of becoming, embodied kinship, wisdom, humility and respect.

This paper is authored by Bawaka Country, acknowledging Country’s ability to teach and share. Country is homeland and place. Country is everything and the relationships that bring everything to life. Country is knowledge. This paper is shaped and enabled by songspirals. Songspirals are sung and cried by Yolŋu people in north east Arnhem Land, Australia, to awaken Country, to make and remake the life-giving connections between people and place.

The Goŋ-gurtha songspiral leads this paper, showing us how a Yolŋu Country-led pedagogy centres Country’s active agency by learning through, with, and as Country. This pedagogy shares with us the ongoing connections within and between generations to ensure that knowledge remains strong and that sharing is done the right way, according to Yolŋu Rom, Law/Lore. This learning is predicated on relationality and responsibility. It is a more-than-human learning in which human knowing is decentred and Country is knowledgeable. It is a learning which recognises and respects its limits and it is a learning in which the ongoing sovereignty of Yolŋu people is front and centre.

The past two decades have seen a proliferation of Indigenous philosophy in environmental education. Much of this anti and decolonial work has made significant advances in deconstructing western modernist subjectivities; re-embedding and re-situating Indigenous and western relational epistemologies into human-earth relationality, including critical inquiry into questions of positionality, power-knowledge and human and more-than-human agency. Less articulated, however is the potential of these practices to address large scale and interrelated global challenges associated with climate and cultural-ecological crisis which coincide with the intensification of late capitalism, colonialism, and white supremacism. Relatedly, at global levels human rights approaches to planetary wellbeing continue to predominate and prominent international agreements such as UNDRIP, SDG, IPCCC and the Global Compact for Migration remain siloed from one another. Providing a broad sketch of these themes I then propose a whakapapa or kinship-based approach to life as laying the conceptual foundation for three regenerative place-based strategies which I subsequently introduce. Each strategy treats contemporary global challenges as interconnected and positions Indigenous knowledges and lifeways as playing a crucial role in addressing these. Moving from Indigenous philosophy in environmental education to broad intersectoral action, these strategies also make the interconnections between individual, collectivist, and structural approaches to Indigenous-led intergenerational resilience as one means to support our collective action toward healing human-environmental relations.

Home to nine Tribal Nations, the northeastern corner of Oklahoma (US) is a place of immense resilience, cultural beauty and attachment to place. Horrifically, however, this same area is also home to massive environmental assaults that have occurred as a result of decades of lead and zinc mining. The improperly managed mine waste that has accumulated since the late 1800s now severely contaminates the water, land and air, having adverse impacts on the health of the ecosystem and the local human community alike. Leading the fight for cleanup and support of place and people since 1997 is the non-profit organisation called Local Environmental Action Demanded (LEAD Agency). One of LEAD’s primary tools for education and advocacy has been leading toxic tours across these harmed lands and waters. This contribution draws upon the nearly three decades of toxic tours that Rebecca and Earl have led by sharing key stories and experiences of important sites visited along the way, offering a snapshot of toxic tour experience. Drawing on Indigenous storywork and autoethnographic methodologies, this contribution aims to spotlight the potential of Indigenous-led toxic tours for helping to (re)connect people — both locals and visitors — to place and a responsibility of stewardship.

Economic development and environmental development have been long-lasting debates between capitalists and environmentalists. It is also seen as a debate around modernization with globalization at one end and environmental justice at the other end. Our society today is moving rapidly toward development and increased industrial revolutions and globalization. Indigenous communities in Ogoniland are also experiencing such development due to multinationals’ exploration of crude oil in their communities. The exploration of oil has caused environmental, socioeconomic, health and political problems in indigenous communities in Ogoniland. These issues require a depth of understanding from all sectors (public, government and corporate sectors) to address them. Hence, through textual analysis and interviews from the government and environmental social movement organizations, this paper presents the types of environmental educatiSon programs carried out in indigenous communities in Ogoniland to address environmental issues and other socioeconomic issues due to oil exploration. These environmental education programs in indigenous communities contribute to environmental policy creation, the development of environmental curricula and pragmatic actions toward mitigating environmental degradation and socioeconomic issues in indigenous communities. Thus, revealing the significance of indigenous knowledge and practices in addressing contemporary environmental issues.

Here we describe a 14-year collaboration in New Ireland, Papua New Guinea, between an Indigenous NGO, Indigenous scientists and international researchers. New Ireland is a marine province in the Western Pacific region where most residents depend on fishing, marine gleaning and small-scale gardening for their livelihoods. Ailan Awareness is a locally founded and managed NGO that focuses on the strengthening of Indigenous sovereignty regarding biological, cultural and spiritual diversity as well as fostering Indigenous epistemology practices and strengthening biocultural diversity. In partnership with anthropological researchers, Ailan Awareness has designed an approach to marine conservation informed by the growing field of decolonial research practices. By working to empower coastal communities to make decisions about their marine and cultural resources using a mix of Indigenous, anthropological and scientific methods and giving primacy to strengthening Indigenous modes of knowledge production and the role of community Elders, Ailan Awareness addresses a major gap in the efforts of the national government and international NGOs: giving the people most directly affected by declining biodiversity and loss of tradition the support and tools required to design and carry out the strengthening of both biological diversity and traditional social practices. In this paper we describe the methodology used by Ailan Awareness and the history of collaboration that resulted in these methods.

Each year, hundreds of international researchers enter Greenland to conduct scientific fieldwork. Historically, they have had little interaction with local communities and scientists at Greenland research institutes. Recognising that collaboration between Greenland and the United States can yield better research, consider more diverse perspectives, articulate the benefits of research to Greenland society, and train the next generation in a collaborative framework, representatives from both countries have been engaged in a series of events to cultivate bilateral relationships. Here, we describe the process of these events (workshops, conference sessions, and public dialogues), the findings, and the outcomes that have followed. Prior to this focused engagement, United States and Greenland scientists typically pursued their research independently. Since the engagement, more researchers from both countries have successfully partnered to obtain funding for collaborative research. Furthermore, development of a bilateral collaboration network is underway. The focused approach on bilateral engagement also proved essential for maintaining research and other activities during the global pandemic. When United States researchers were prevented from entering Greenland, their Greenland partners were able to continue the fieldwork, ensuring that progress was not lost. Future international projects can build on these successes to expand collaborative and interdisciplinary research in Greenland.

Using different archives, I show how indigeneity was constructed by the Santal themselves during the second half of the nineteenth century, through various figures such as rebels and prophets. This has produced a Santal indigenous knowledge at the interface of orality and writing, revolving around two dimensions—an emergent historical consciousness and a feeling of shared identity, which still informs Adivasi resistance today, enabling them to voice assertion over natural resources. The sacralization of the landscape through pilgrimages and ritual commemorations entails the liberation of formerly encompassed identities, allowing the subaltern communities a certain visibility in the public sphere. Providing a new imagining against dispossession and memory loss, indigenous knowledge, which combines multi-scripturality and ritual innovations, becomes a resource for politics of representation as well as of a common Santal identity.

Baseline data on local status of threatened species are often limited, and alternative information sources such as local ecological knowledge (LEK) have potential to provide conservation insights but require critical evaluation. We assess the usefulness of LEK to generate conservation evidence for the Hainan Peacock-pheasant Polyplectron katsumatae, a poorly known threatened island galliform. Interview surveys in rural communities across eight forested landscapes on Hainan provided a new dataset of sightings of Peacock-pheasants and other galliforms. Fewer respondents had seen Peacock-pheasants compared to other species across most landscapes, although Peacock-pheasant sightings showed significant across-landscape variation, with substantially more total and recent sightings from Yinggeling National Nature Reserve. However, validation of interview data with camera trapping data from Houmiling Provincial Nature Reserve, a landscape with few reported sightings, suggests a more optimistic possible status for Peacock-pheasants, which were detected as frequently as Red Junglefowl Gallus gallus and Silver Pheasant Lophura nycthemera during systematic camera trap placement. Hainan Peacock-pheasant sighting rates might be influenced by various factors (e.g. restricted local access to forests), with absolute abundance possibly greater than expected from limited sightings. Conversely, relative across-landscape abundance patterns from LEK are likely to be valid, as similar detection biases exist across surveyed landscapes.

In this paper, we draw on the ontology and epistemology of the local Kasena ethnic group in Northern Ghana to explore Early Childhood Environmental Education. The study, taking place in Boania Primary School, drew on the concept of two-eyed seeing, where both western and Indigenous epistemologies and ontologies were taught. In this way, Indigenous Ecological Knowledge was integrated into the Early Childhood Environmental Education programme for the Kindergarten two classroom environmental studies topics. Two Indigenous Elders led the integration of local knowledge into environmental studies topics by visiting the school to teach the children through taking them outdoors for learning activities. After this, in-depth interviews were held with the teacher, Indigenous Elders, and nine children regarding their experiences. The purpose of the study was to explore how Indigenous Ecological Knowledges can help instil in children positive environmental attitudes and values, while also connecting them to nature and offering them a more relational understanding of human to nature relationships. Based on the Indigenous cultural framework of respect, reciprocity, and responsibility towards nature, the findings show that the integration of Indigenous Ecological Knowledge into environmental education has the potential to improve our relationships with the environment.