The paper voices Derbarl Yerrigan, a significant river in Western Australia, through three imperfect, non-innocent, and necessary river-child stories. These stories highlight the emergence of a feminist anti-colonial methodology that is attentive to settler response-abilities to Derbarl Yerrigan through situated, relational, active, and generative research methods. Voicing Derbarl Yerrigan influences the methodological practices used as part of an ongoing river-child walking inquiry that is concerned with generating climate change pedagogies in response to the global climate crises and calls for new ways of thinking and producing knowledge. In particular, the authors found that voicing as a methodology includes listening and being responsive to Derbarl Yerrigan's invitations, paying attention to pastspresentsfutures, and forming attachments through naming. By telling lively settler river-child stories, this paper shows how voicing Derbarl Yerrigan is vital to open new possibilities for education and has implications for settler-colonial contexts, where the focus on learning shifts from learning about the world to learning to become with multispecies river worlds.

中文翻译：

---

将 Derbarl Yerrigan 表达为女权主义反殖民方法论

该报通过三个不完美、非无辜和必要的河流儿童故事，为西澳大利亚的一条重要河流 Derbarl Yerrigan 发声。这些故事突出了一种女权主义反殖民方法论的出现，该方法论通过情境、关系、主动和生成性研究方法关注定居者对 Derbarl Yerrigan 的反应能力。发声 Derbarl Yerrigan 影响了作为正在进行的河流儿童步行调查的一部分所使用的方法实践，该调查涉及产生气候变化教学法以应对全球气候危机，并呼吁新的思维方式和产生知识的方式。特别是，作者发现发声作为一种方法包括倾听和响应 Derbarl Yerrigan 的邀请，关注过去的现在的未来，并通过命名形成附件。通过讲述生动的定居者河童故事，本文展示了表达 Derbarl Yerrigan 如何为教育开辟新的可能性至关重要，并对定居者殖民环境产生影响，在这些环境中，学习的重点从了解世界转向学习成为多物种河流世界。