The emergence of the Land Education movement challenges place-based pedagogies to address the injustices caused by settler colonialism. In this exciting collection, international contributors examine how new studies of education, land, Indigenous rights, and sovereignty help to address these issues. Land Education draws on new empirical and conceptual work to invite readers to rethink 'pedagogies of place' from various Indigenous, postcolonial, and decolonizing perspectives. This book was originally published as a special issue of Environmental Education Research.

Introduction - Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research 1. Speaking back to Manifest Destinies: a land education-based approach to critical curriculum inquiry 2. Muskrat theories, tobacco in the streets, and living Chicago as Indigenous land 3. Sea Country: navigating Indigenous and colonial ontologies in Australian environmental education 4. An African-centred approach to land education 5. Manifesting Destiny: a land education analysis of settler colonialism in Jamestown, Virginia, USA 6. Hoea Ea: land education and food sovereignty in Hawaii 7. Between the remnants of colonialism and the insurgence of self-narrative in constructing participatory social maps: towards a land education methodology 8. A ghetto land pedagogy: an antidote for settler environmentalism 9. Eco-heroes out of place and relations: decolonizing the narratives of Into the Wild and Grizzly Man through Land education

Kate McCoy is Associate Professor of Educational Foundations and affiliated faculty of Women's, Gender, and Sexuality Studies at SUNY New Paltz, NY, USA. Her scholarship focuses on qualitative research methods and representation, cultural studies of addiction and drug use, and historical and contemporary uses of drug-crop agriculture in colonial processes.

Eve Tuck is Associate Professor at the Ontario Institute of Studies in Education, University of Toronto, Canada. Her scholarship focuses on the ethics of social science research and educational research, Indigenous social and political thought, decolonizing research methodologies and theories of change, and the consequences of neoliberal accountability policies on school completion.

Marcia McKenzie is Associate Professor of Educational Foundations and Director of the Sustainability Education Research Institute at University of Saskatchewan, Canada. Her scholarship focuses on the intersections of environment and education, educational policy and practice, youth identity and place, and the politics of social science research.