ABSTRACT
This chapter theorises that indigenous peoples have always had a fraught relationship with presence and that now our thought about worldedness must be similarly and deliberately complicated. For the indigenous self, the challenge must lie in re-emphasising the mysterious and its attendant reflection of the totality of the world, whilst recognising that to do so is to always re-emphasise presence. Presence is destabilised by absence at every step, and it gives us cause for optimism because it always reveals the possibility of all worlds within any one, apparently present, thing. All of worldedness and presence compose a possible indigenous view of education. A key aspect of any such educational approach is to offer concrete strategies to emphasise, even if just for an instant, the idea that a thing is thoroughly inter-meshed with the rest of the world.
