Abstract
The contributors to this special issue of Diaspora, Indigenous, and Minority Education (DIME) address this riddle in diverse ways. Before introducing their perspectives, some context is in order. For most of us inhabiting the leeward side of the mountain of modernity, this riddle isn’t easy to address, let alone to answer. We live in the arid aftermath of hegemonic disciplinary constructs and social and economic practices aimed at separating and delineating all things biological (ecology, nature, non-human) from all things social (economy, culture, human). And so this riddle may well leave us pensive, even baffled, with an uncharacteristic loss of words; or, so I assume given the paucity of research, scholarship and philosophical inquiry in education aimed at understanding the overlapping ecological and cultural sustainability challenges facing education in our time. Yet, discerning the relation among education, culture, and ecology is
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