This book argues that the ancient allodial principle enables a
paradigmatic shift in the way specialist educators in
environmental, Indigenous, and legal studies; teacher educators;
and teachers think about land and water education. Land and water
are basic to human life, and students will need to grapple with
matters of sustainability and Indigenous entitlement in their
future work. People now living in lands and on waterways that have
been colonized, such as Australia, are taught to regard land and
water in ways that have been fundamentally shaped by English law.
This book introduces ancient as well as more contemporary forms of
land and water access and examines the underlying ontological and
epistemological enframements that shape the way that 'land' and
'water' are understood and taught. As peoples of the world grapple
with environmental sustainability and Indigenous rights, the author
provides a pivotal rejection of the entitlement to 'abuse'. The
book also reasons that educators should employ alod pedagogy to
develop their approach to 'working out' difficult matters to do
with balancing the rights and responsibilities of nations, regions,
corporations, communal and individual owners in the access to, use
of, and transferability of land and waterways.
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