We share a story about a katitjin bidi, a learning journey in a bioregion with a multimillennial Aboriginal history. As part of this katitjin bidi, three environmental educators implemented a place-based pedagogy called ‘becoming family with place’, while a fourth participated in the preplanning and final reflective stages. Our story includes cycles of ways of knowing, resulting in an enriched practice of being-with our place. Our story is underpinned by Aboriginal epistemologies to reimagine regenerative futures linked with those of ‘the long now’ — the past, present and future here now. Ours is a particular story that lives in a particular southwest place. There are layers of meanings that live right across the landscapes in the southwest of Australia — and many of them are hiding in full view. You might like to try this pedagogy in school learning, teacher education, and community education contexts.

中文翻译：

---

学习周期：丰富认识地方的方式

我们分享一个关于卡蒂金比迪，在具有千年原住民历史的生物区进行的学习之旅。作为其中的一部分卡蒂金比迪，三名环境教育者实施了一种名为“以地方为家”的基于地方的教学法，而第四名则参与了预计划和最后的反思阶段。我们的故事包括认知方式的循环，从而丰富了与我们同在的实践。我们的故事以原住民认识论为基础，重新构想与“长期现在”相关的再生未来——过去、现在和未来。我们的故事是一个特殊的故事，生活在一个特定的西南地区。澳大利亚西南部的景观中存在着层层意义——其中许多都隐藏在众目睽睽之下。您可能想在学校学习、教师教育和社区教育环境中尝试这种教学法。