Planetary Justice and Decolonizing Pedagogy: Teaching and Learning in Solidarity with Country

First Nations cultures are the oldest continuous cultures in the world (Malaspinas et al, 2016) that have been supported through specific pedagogical processes developed to support growth, wellbeing, learning outcomes and cultural continuity. One such pedagogical focus is learning on, with and through Country (Moran et al, 2018), and this was largely unchanged until the invasion and colonization of the Australian continent. The declaration of terra nullius together with the implementation of a European-style schooling system disrupted Country-based pedagogical practices that had supported learning for millennia. This chapter argues that Australian schools need to focus their efforts on decolonizing pedagogy, to recognize First Nations pedagogical sovereignty, and re-engage with On Country Learning to empower students and teachers of all cultural contexts to learn and teach in solidarity with Country to support planetary justice and address the current environmental emergency.