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The core paper and collection of short papers from Mexico, Africa (Zambia and South Africa), India and Sweden that make up this study on social-ecological landscapes developed as a South-South collaboration that was extended to include a case in the North. Our concern was to explore how situated, intergenerational knowledge commonly takes a back seat to the conceptual propositions that the environmental sciences have developed around matters of concern like biodiversity loss. In this way, scientific propositions have become the conceptual capital for informing future sustainability through Education for Sustainable Development (ESD). In response to this, a more situated turn has developed to engage both intergenerational practices and the institutional sciences, but the playing fields are seldom level and deliberations are often rife with misunderstandings. Current trajectories of social-ecological change were already evident at the turn of the 20th century where one found the colonial oppression of indigenous peoples and early manifestations of accelerating environmental degradation. The latter escalated into biodiversity loss as a global concern that both underpins and resonates with the current complex of global risks. This concern has shaped education imperatives towards learning-led change so as to reduce the risk of catastrophic problems such as climate change and ocean acidification, for example. These and other critical sustainability concerns have developed as planetary limits are being exceeded on a widening scale. The associated patterns of change and escalating risk in the modern era have played out in each of the regions where our teams of authors have researched their short papers on social-ecological change and intergenerational learning. The papers are intended as contributions that might better situate indigenous peoples on their intergenerational lands in reflexive learning within a rich mix of ancient and modern scientific ideas and ideals. Each contributing team of writers offered to develop a short case study to illustrate how intergenerational patterns of practice have shaped long-term sustainable landscapes in their regions. We noted how much of the intergenerational knowledge was marginalised during colonial modernity, which generally denigrated and discounted the knowledge of the oppressed against the dominant institutional hegemonies and the omnipotent objectivity of the sciences. To inform our work, we loosely drew on the 'history of the present' processes of Tom Popkewitz (1988), who points to how education imperatives to change The Other developed in ways that RESEARCH PAPER 3 Landscape, memory and learning to change in changing worlds

ResumenEl artículo reporta el desarrollo de una investigación colaborativa en donde se utilizó la metodología de video participativo como proceso educativo para documentar prácticas de conocimiento indígena en el sur de Veracruz, México. El estudio de caso describe la producción de un video documental con jóvenes indígenas y cómo el proceso de creación del video acercó a los participantes a conocer prácticas tradicionales locales y saberes socioambientales de la comunidad. El video participativo permitió documentar la pesca tradicional que se lleva a cabo en la comunidad, una actividad realizada principalmente por mujeres. El estudio encontró que el involucramiento de los jóvenes en la creación del video documental y el abordaje educativo decolonial a través del cual se realizó la colaboración, permitió a los jóvenes articularse con el contexto natural y la cultura local y valorar prácticas que buscan el bienestar humano. El estudio analiza también la relevancia del uso de cámaras de video como herramienta para el desarrollo de metodologías decoloniales en investigación en ciencias sociales.

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