*6.3. Category 3: Expanding Sustainability Practices and Policies*

The third research question sought to discover how sustainability is practiced and what policies drive these practices. The question allowed for discussion of PSE conceptions of sustainability as well as Indigenous conceptions of sustainability. Findings 4 and 5 indicate that social, economic, and environmental dimensions of sustainability are practiced through Indigenous knowledges and driven by the right of Indigenous self-determination supported by national and international standards. The findings also indicated that Indigenous PSE engagement in conservation and environmental decision-making could be increased if those programs participated in a network to build their capacity on sustainability issues. These findings are significant because non-Indigenous sustainability processes could become more congruent with Indigenous knowledges, and perhaps more successful, if they also supported policies appropriate to Indigenous worldviews. The category brought forward the concepts of sustainability and Indigenous knowledges, conservation, environmental decision-making, and networking.

#### 6.3.1. Sustainability and Indigenous Knowledges

Participants in the research were unanimous that since the goal of cultural communities is to support Indigenous learners' cultural identity, Indigenous communities need to be involved with PSE institutions working to integrate Indigenous knowledges. Reliance on local Indigenous knowledge holders was seen by participants to be essential in ensuring integrity in teaching local traditions. Although sustainability planning may not be recorded in writing, Indigenous communities are aware of environmental changes within their traditional territories and act when needed. Decisions made by Indigenous communities about sustainability are based on a confluence of factors that might include a variety of social, economic, and environmental considerations.

#### 6.3.2. Conservation and Environmental Decision-Making

Participants expressed strong views about the need to sustain a healthy natural environment since it is foundational to understanding Indigenous peoples' worldviews. Generally, projects that do not evolve from the local level are less successful, or fail, because they do not consider the spectrum of Indigenous knowledges that are based on intergenerational knowledge within a particular region [30]. Some participants in this study also said that top-down approaches imposed on people do not work. People have to be part of the decision-making processes.

#### 6.3.3. Sustainability Networking

Academics have pointed out the absence of literature on Indigenous worldviews and sustainability in environmental education and the need for its integration [31–33]. One way to remedy this problem is to create more links among Indigenous academics and institutions. Research participants maintained that the formation of a national network would be very useful for PSE programs, enabling institutions to collaborate and take up issues of sustainability as they relate to Indigenous knowledges in PSE.

My discussion of the findings revealed and affirmed that Indigenous knowledges are culture-specific, belonging to those cultures from which it emerged and whose primary use is for reinforcement of cultural identity. Examining the real-world benefits of adopting Indigenous traditional cultural and linguistic practices that "reflected sustainability and harmonious interactions with the natural world" [34] (p. 67) goes beyond the study of environmental crises to rediscover and integrate new ways of human behaviour necessary in this millennium.

Based on the research conclusions, there are implications for PSE institutions addressing Indigenous knowledges and sustainability. For example, PSE institutions need to have programs and financial supports that facilitate traditional knowledge holders' participation in appropriate locations on and off campuses. As well, PSE institutions should develop and offer Indigenous programs that combine traditional cultural knowledges, Indigenous languages, and environmental education for campus communities, professional development, and Indigenous communities. Additionally, PSE institutions should retain Indigenous personnel to collaborate on the development of holistic frameworks appropriate to their region. In addition, PSE institutions should develop a series of training modules for professional and Indigenous community development, with information on national and international standards supporting Indigenous self-determination. Finally, PSE institutions should provide resources that support the development of a national PSE Indigenous sustainability network [6].

There are some other areas that would benefit from additional research, such as exploring local, regional, and global relationships between Indigenous knowledges and sustainability. There is a need to look at how PSE sustainability researchers and program administrators currently include Indigenous knowledges in their work. Research is needed on how an increased Indigenous presence within formal sustainability organizations and events might support dialogue and collaboration. We need a greater understanding of the generational benefits of Indigenous PSE programming. Finally, there is room for research on the integration of existing and new indicators of Indigenous knowledges and sustainability [6].
