Indigenous knowledge systems

Recap

• Weeks 1–3: Landscapes, soils, and spatial variability — how landscapes are formed, soil formation and function, measurement

• Weeks 4–6: Soil-water-plant interactions — carbon, nutrients, and ecosystem function

• Weeks 7–10: Hydrological systems — connectivity, erosion, and landscape resilience

So far, mostly through a mostly Western science knowledge system.

• Weeks 11–12: An Indigenous knowledge systems and two-way science

A note before we begin

This year in ENST2007, we are learning from publicly shared Indigenous-led resources and guidance, with respect for the people and Countries these materials come from.

We are not speaking for Indigenous communities or for Country, and we recognise that knowledge is local, governed, and place-based.

Please approach these materials with care, respect, and an awareness that not all knowledge is ours to interpret beyond what has been shared publicly.

Cultural warning: some materials may include names, images, or voices of deceased Aboriginal and Torres Strait Islander persons.

Workshop overview

• What is a knowledge system?
• What is Country?
• Indigenous knowledge: key characteristics.
• Knowledge governance and protocols.
• Indigenous knowledge in land and sea management

Learning objectives

• Explain what distinguishes Indigenous knowledge systems from Western scientific frameworks.
• Describe how Country is understood as a relational, place-based system.
• Identify how Indigenous knowledge is applied to reading landscape, soil, vegetation, and water in ways relevant to south-west Western Australia.
• Prepare for Wednesday’s focus on Two-Way science and applied landscape management.

What is a knowledge system?

• A knowledge system is more than facts. It includes the assumptions, values, and practices that shape how people understand the world and how they come to know it.

• Shapes what counts as knowledge, who can speak with authority, and how knowledge is shared and applied.

• Science operates within a knowledge system - influences questions asked, how evidence is gathered and interpreted, how knowledge is communicated.

Two knowledge systems

• Throughout ENST2007, we have drawn on Western science to understand landscapes, soils, and surface environments.

• Wednesday will explore Two-Way science as one way of working across knowledge systems.

What is Country?

Local context: south-west WA

• We’ve been learning in south-west Western Australia on Noongar boodja.

Listening to Country

• We now turn from concepts to a First Nations-led public resource.

• As you watch, notice how Country is described, and how knowledge, responsibility, and care are connected.

• Listen for what is being shared publicly, and remember that this is one perspective, from specific people and places.

Video: On Country

• DCCEEW First Nations climate change series, Episode 1: On Country.

• Focus on how speakers describe Country, relationships, and responsibility.

Activity (7 min): from the video

• Complete these three prompts (could be in groups):

  • Country is understood as…
  • Knowledge is expressed through…
  • Respectful engagement requires…

• Write one short phrase or sentence for each.

• Share with the class.

Key takeaways

• Country is living, relational, and more than land.

• Indigenous knowledge is place-based and guided by responsibility.

• Knowledge sharing depends on protocol, authority, and respect.

• One public resource does not speak for all Countries or communities.

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