Author Identifier
Sandra Wooltorton: https://orcid.org/0000-0001-8677-870X
Document Type
Journal Article
Publication Title
Australian Journal of Environmental Education
Publisher
Cambridge University Press
School
Centre for People, Place and Planet
RAS ID
75877
Abstract
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.
DOI
10.1017/aee.2024.21
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Comments
Wooltorton, S., & White, P. J. (2024). Towards an Indigenous-informed multispecies collaboratory. Australian Journal of Environmental Education, 40(3), 458–472. https://doi.org/10.1017/aee.2024.21