Set against a context of Indigenous health disparities, climate turmoil, and unpredictability of human-ecological systems, this article asks the question of how transformative sustainability education (TSE) with its increasing emphasis on Indigenous knowledge and ways of being can be effectively and ethically applied in colonized modern nation-states? In doing so, it makes the necessary links between the interconnected goals of addressing underlying determinants of Indigenous health and supporting the resurgence of Indigenous knowledges and ways of being toward ensuring planetary well-being more generally. As a means of negotiating this critical interface, three pedagogical capabilities of TSE (Scaling DEEP, Scaling OUT, and Scaling UP) are briefly outlined. Having laid this theoretical groundwork, this article (Part 1) focuses primarily on the role of the transformative sustainability educator in Scaling DEEP (effecting cultural and relational transformation from a de-colonial perspective) as a necessary precursor to the interrelated domains of Scaling OUT and UP (programming and policy change).

中文翻译：

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土著土地上的变革性可持续发展教育和赋权实践

在土著健康差异、气候动荡和人类生态系统不可预测的背景下，本文提出了一个问题，即如何有效地和合乎道德地应用越来越强调土著知识和生活方式的变革性可持续性教育 (TSE)在被殖民的现代民族国家？在这样做时，它在解决土著健康的潜在决定因素与支持土著知识的复兴以及更普遍地确保地球福祉的方式的相互关联目标之间建立了必要的联系。作为协商这个关键接口的一种方式，简要概述了 TSE 的三个教学能力（扩展深度、扩展和扩展）。奠定了这个理论基础，