Sydney, Australia, is rarely seen as an Indigenous place, yet over 52,000 Indigenous people live here. “Indigeneity” persists in educational discourse as a remote phenomenon, but the research reveals otherwise for many Indigenous people who continue to live in Sydney. This is reflected in the contemporary lives of seven Dharug women who constitute the basis of a doctoral project. The seven women disclose how caring and connectivity to place and people continue to be important markers of belonging to Country in the city. This article also draws on Judith Butler’s work to investigate the conditions of possibility for sustained collaboration between Indigenous and non-Indigenous people in Sydney. Through a collaborative project between local Dharug artists and teacher education students, we find that cross-cultural understandings are built through vulnerabilities, as much as they are through reason. Shared vulnerability provides the conditions for meeting on Country, and “goanna walking” takes us there.

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T he goal of this chapter is to assess and discuss research and knowledge concerning the signi cance of Social and Emotional Learning (SEL) in educational practices. The chapter rst discusses the nature of learning, which is inherently social, relational and a ective. The concept and de nitions of SEL are introduced to synthesize the debate around how social and emotional experiences interact with the learning processes. Then the development of socio-emotional skills across the lifespan with regards to neurobiological, social, and cultural factors is discussed, highlighting the important role of assessment in bringing a disciplined focus to SEL in schools. Applied research that describes interventions, programmes and policies geared towards promoting SEL and that can inform educational practices is then presented. The chapter concludes by recommending that SEL practices and policies should be responsive to context and culture, be informed by neurobiological development, and take into account educators' social and emotional capacities.

Within the Australian Indigenous community, it is often said that Aboriginality is a verb. It is a “doing” word, not a noun. As such, identifying actively is at the heart of being Australian Aboriginal. Doing identification, rather than owning a label of identification, is critical to understanding the relationality that underpins Indigenous identity. It is the ‘Ing’ of relationality which acts as an interconnected web of presences (including people), places, and practices. When this web is ancestral, it marks our belonging. For Dharug, this is our “Country”, our Dharug Ngurra. It is physical and metaphysical. It is also known as most of the Sydney basin, Australia. The agency that connects us, strengthens our caring, and generates our belonging helps us co-become as a Country. This paper engages the author’s “Ing” as Ngurra through her connections to three sites, their presences, places and practices, that activate her belonging to/with the Dharug community: Brown’s Waterhole, Blacktown Native Institution, and Yallomundee. Using undergraduate teaching experiences and a current post-doctoral research project for specific context, questions around the ‘Ing’ of being Indigenous as Country-in-the-city are raised, while the significance of changing relationships for custodial caring in a climate challenging reality are discussed.

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