Abstract:

This commentary challenges dominant national and global constructions of sustainable development, including conventional emphases on economic growth and human societies. As Indigenous scholars, the author advocates for Indigenous communities through encouraging policymakers, practitioners, and educators to recognize Indigenous Knowledge Systems and multiple ways of valuing earth relations as central to more carefully (re) considering context and application of sustainable development while reframing human activities for life’s sake. Written with the Indigenous educator and community member relatives in mind, the author also discuss generative environmental pedagogies as a provocation for Indigenous community educators and allies to draw from their own senses of place and experiences to create learning opportunities that are based on regard for the spirit of all beings.