ABSTRACT

A few years ago Rebecca and a graduate student were presenting at a national conference about work that the student had done to try to teach a group of high school students to analyze a problem in their community using an EcoJustice approach. She discussed both what a deep cultural critique might have looked like, and the ways of thinking that would have prevented the problem from occurring in the first place. The talk, attended by 20 or so mostly white academics, was generally well received and the question and answer part of the session was quite lively. Then, a man stood up at the end of the session and said, “I appreciate the story you share and your commitment to this sort of education; I appreciate this discussion, but where is Indigenous knowledge in all of this? In what you have relayed to us today, it appears that you, or the white intellectuals you draw on have invented these solutions that you propose.” The student tried to respond but she was pretty tongue-tied by the powerful presence of this man. So, Rebecca gave it a try: “Well, sometimes I feel between a rock and a hard place: I think if we tried to discuss this situation by applying Indigenous ways of knowing, we could be accused of speaking for you or some form of incorporation. And, yet, if we do not, we run the risk of appearing as though we believe we have the answers, as you say. So, what would you have us do?” The man was thoughtful for a moment, and then said, quietly, “Just, pay respect. You have a lot to learn.”