Place-based education and the co-constitution of human and others with place through custodial management are central to First Nations’ science. The mandatory inclusion of First Nation perspectives in the Australian Science Curriculum reflects the need to move towards a research, teaching, and learning space that can successfully operate between Indigenous and western knowledge systems. Working between these knowledge systems involves researchers and educators translating curriculum requirements into meaningful, culturally authentic best practice in relation to First Nations. This paper will provide resources for cross-cultural science and river habitat sustainability capabilities for the primary and middle school years. Using the case site of the Riverina, on Wiradyuri Country in southern New South Wales in Australia, the paper explains how Indigenous approaches to place-based education can be used to embed First Nations scalable and adaptive sustainable practices into school curriculum and to foster sustainable river management in school communities. This is achieved by centring First Nations expertise to place-based education and fostering reflexive practice on how non-Indigenous peoples come to view themselves as placed on Indigenous Country and their responsibilities as a result of this placement.
Period28 Jun 2023
Event typeConference
Conference number54
LocationCairns, Australia, QueenslandShow on map
Degree of RecognitionInternational


  • Country Water Engineering Indigenous