‘Teachers’ on country have changed my life and work forever; for the better. Over decades, Aboriginal countrykin and I have done practical research on the values and connections between people, plants, animals, and all things. Here I share some practice and theory of our two-way learnings.
Desert Aboriginal people live through complex, shifting relationships with family and Country. Life for them is often hard; more than most Australians can imagine. Aboriginal people engage with ‘whitefella’ visitors through relationships too. They seek to safeguard their cultural treasures and choose what to share with outsiders.
In 2026, it is 40 years since I began ethnoecological work. To honour dozens of generous Aboriginal cultural teachers, I recollect their questions, dreams, and ambitions. This talk reflects on key learnings from a few people. Normally, I co-present with Aboriginal colleagues; here I pay tribute to individuals who are from different countries – Noongar, Martu, Ngaanyatjarra, Warlmanpa, Warlpiri, Arrernte.
For example, Warlpiri women reconstructed a song from remembered snatches of verse as we drove from sacred site to site along a Mala line. We were off-road in spinifex shrublands for three days. The song wove together the singers, with biological and cultural facts about Mala, a delicate rare marsupial. There is much to learn in country always changing.
Even in a city on country colonised by Europeans, Aboriginal knowledge of plants and animals survives where cultural species are found in precious bushland remnants. Young people need to see, smell, taste the old foods to know them. Finding ways to support them to feel better or strengthen their spirit is vital too. My learnings include the need to look closely and listen deeply, to copy carefully and practice well. To teach so younger Aboriginal generations know their culture, country and creatures is a stated priority everywhere.