This paper presents a learning journey about deepening capacity for teaching with Place through relational learning and shares three pedagogical ingredients that are integral in enacting more ethical, decolonial place pedagogies. We are three women, educators working in community and teacher education with interests in environmental education, decoloniality and indigeneity. We write from the position of people whose ancestry is not Indigenous to the places we were born, nor those where we live now. We bring diverse experiences, voices, bodies and memories of Place into productive conversations as we think and write together about how we are learning with Place, and our response-abilities for enacting regenerative place pedagogies. We situate our emergent and relational inquiry within our experiences and encounters with Place in solidarity with the call for the sharing of stories that “explore knowing and being as relational practices” (Bawaka Country et al.). Our paper is premised on the understanding that our ethical commitment to decoloniality involves learning to live and learn with and love the places we are now, and prioritising Indigenous philosophies, scholarship and ways of knowing Place throughout our education practices.

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.

Support teachers are responsible for educating students with disabilities who have complex needs and require additional resources. Because of the highly stressful nature of the role, support teachers are at greater risk of professional burnout, higher attrition rates, and impacts on wellbeing. There is a distinct lack of Australian or state/territory empirical evidence on strategies to promote support teacher wellbeing. In this exploratory qualitative study, we applied thematic analysis to interviews of Tasmanian support teachers to find that their wellbeing relies on principals’ and leadership staff’s support and implementation of wellbeing and inclusive education practices. Support teachers are experiencing stress, anxiety, emotional exhaustion, and depression caused by workload, accountability for funding, and poor leadership. School leaders who value wellbeing and inclusive practices foster a positive culture, demonstrating ecological theory. This study marks an initial step towards understanding how to nurture the support teachers of Tasmania.

Inclusive education is enshrined in law and supported by the literature as best practice in education. Inclusive education has been shown to provide better academic, social and behavioural outcomes for children with disabilities than segregated learning environments. In the Northern Territory, Australia, however, the dual system of mainstream and special education persists and so too does segregation and exclusion. The Northern Territory education strategy commits to strengthening inclusion and empowering families in educational decision-making by listening to their voices. In this paper, we highlight some of these voices, examining the experiences and perspectives of caregivers of children with disabilities as they participate in education in the Northern Territory. Caregivers’ experiences were coded into categories of inclusion and exclusion. Those that were not clearly inclusion nor exclusion were identified and the theme of non-inclusion was created. Non-inclusion was analysed thematically and is discussed as a nebulous space that exists for caregivers, presenting significant challenges that threaten their child’s inclusion at school as they navigate this dual system. If Australian education systems are to provide genuine inclusive education, we need to understand the experiences of caregivers better so we can remediate the issues creating non-inclusion for children with disabilities and caregivers.

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.

In this study, we examined 535 primary classroom teachers’ causal attributions about challenging behaviour in West Bengal, India. The participants completed a questionnaire that collected information about their perceptions, causal attribution, and proposed strategies to address a range of challenging behaviours that were presented through five vignettes. The participants identified student-related and family-related factors as the main causes of challenging behaviour more frequently compared to teacher-related causes. They reported using proactive strategies more often than reactive strategies to address challenging behaviours in their classrooms. The findings provided insight into teachers’ causal attributions influencing their choice of classroom-management strategies, which helped to understand teaching practices and how they affect students. The implications of the study are presented to improve professional learning and practice for teachers and guide them to adopt strength-based strategies to address challenging behaviour in primary schools in West Bengal, India.