2002. “Traditional ecological knowledge for learning with sustainability in mind”. The trumpeter

“What kind of frame of mind could bring about sustainability—and how might we develop it? ” is a question that is not usually asked in education. Neither do we appear to consider the role of traditional ecological knowledge (TEK) in developing such a frame of mind, even when we are interested in why and how education might support the goals of sustainability. Significantly, outsiders usually conceptualize TEK, rather than insiders. While TEK tends to be associated with the diversity of knowledge, innovations and practices that indigenous communities hold about the biophysical, socio-economic, and cultural-historical aspects of their local environment, it is also often defined in opposition to (Western) modern, scientific conceptions of knowledge. This, we argue, is important for understanding the ways in which we interpret the interests of outsiders in TEK, like environmental educators, as a concept and as a body of knowledge for developing frames of mind that support goals associated with sustainability. The significance of these goals is that they include (but are not limited to) Alan Reid is a lecturer at the Centre for Research in Education and the Environment within the Department of Education, University of Bath. His research focuses on environmental education policy and practice in England. Kelly Teamey is a doctoral student at King’s College London focusing on the linkages between poverty reduction and environmental education in development contexts (specifically Pakistan). Justin Dillon is a lecturer in science education in the Department of Education and Professional Studies, King’s College London. He is interested in the development of research strategies into questions of identity in a post-scarcity, environmentally problematic postmodern social condition. The Trumpeter 114 lifelong learning, the long-term sustainability of a local environment, poverty eradication, and community-based resource management; themes that are specifically linked to the processes and outcomes of education by the United Nations and environmental NGOs following the UN Conference on Environment and Development in Rio de Janeiro,1 and that emerge in debates about the effectiveness of th