ABSTRACT
In this chapter I explain how non-Indigenous teachers’ belief systems need to be open to Indigenous ways as equal, not simply as an add-on or something they do for a week. Teachers need to have a clear understanding of Indigenous worldviews and the differences between these and their own. This requires non-Indigenous teachers exploring their own relationship with, on, and through Country. I explain this relationship through the metaphor of a conglomerate rock in how this relationship brings old and new pedagogical approaches together. Non-Indigenous teachers can explore learning on and through Country by taking their classroom outside, using natural products within the classroom, introducing Indigenous knowledges and acknowledging Indigenous Relational worldviews and ways, and understanding that Aboriginal and Torres Strait Islanders protocols need to be used to introduce Indigenous content, but could be used to introduce any new idea. Country is a landscape that is alive and constantly changing; there aren’t four seasons here. This chapter explores different ways of seeing the Country that you are on and how you can learn and teach on and through Country.
