Sea Country: navigating Indigenous and colonial ontologies in Australian environmental education

Abstract

In this paper, we contribute to land education research by focusing on the Torres Strait Islands in the Coral Sea at the far north of tip of Cape York, Australia. We describe the Torres Strait Islander concept of Sea Country and Torres Strait Ailan Kastom (translated as ‘Island Custom’). We then analyse some of the ways in which settler colonisation has challenged these ways of knowing and being. Our inquiry looks at how Sea Country is positioned within two contemporary Australian examples of environmental education: firstly, within the new Australian Curriculum cross-curriculum priorities that mandate that special attention be given to Aboriginal and Torres Strait Islander histories and cultures and also to the concept of sustainability; and secondly, within the Great Barrier Reef Marine Park Authority’s Sea Country Guardians programme This analysis of environmental education curriculum and practice identifies the ways in which the concept of Sea Country and the Indigenous cosmology it represents are simultaneously supported and ignored in the current Australian environmental education context.

Keywords:

• Indigenous education
• Aboriginal and Torres Strait Islander education
• Sea Country
• land education
• decolonisation
• Australian Curriculum

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Erratum

Acknowledgements

The authors would like to thank the EER editors and reviewers for their significant feedback and responses to the original manuscript. The international peer review process was extremely helpful in enabling us to clarify our ideas and further develop this paper. We are most appreciative of these generous efforts. Thank you also to Noah Weisz for his editorial comments.