12: Unlearning to Relearn: A Self-Study of Indigenous Sustainability Education

This self-study examines how white settler educators can challenge Western-centric narratives and create more inclusive learning environments that value Indigenous Ways of Knowing within sustainability education. Through documentation of one academic year teaching fourth-grade social studies, this research explores collaborations with Menominee and Hmong communities in Wisconsin, whose environmental management practices exemplify Indigenous survivance—active presence and resistance in the face of ongoing colonization. The study identifies a three-stage cyclical process for transforming educational practice: confronting colonial narratives, centering Indigenous voices, and transforming teaching practices through critical self-reflection. Findings reveal that meaningful integration of Indigenous perspectives requires building authentic relationships with Indigenous communities and recognizing them as knowledge holders rather than subjects of study. This work addresses gaps in the implementation of UN Sustainable Development Goal 4 by demonstrating how educators can challenge Western centric approaches while amplifying Indigenous knowledge systems that have sustained communities and ecosystems for millennia.