This study investigates the challenges and opportunities of using the Aboriginal principles of “Respect,” “Reciprocity,” “Relationship,” and “Responsibility” (known as the “4 R’s”), Seventh Generation Stewardship, and an Aboriginal circle of giving and receiving, to teach Muslim students in one Islamic elementary school setting about environmental stewardship. The research tracked the thoughts and emotional connections of students as they undertook to establish the Aboriginal circle of giving and receiving, with plants they planted for their science unit. Through lessons and practices around the 4 R’s, the majority of students demonstrated an increased emotional attachment to the plants in their respective circles, which was documented in journals. While establishing these practices, the students expressed a heightened awareness of the various ways in which they may enhance the practice of environmental stewardship mandated in traditional Islamic texts.

This study investigates the challenges and opportunities of using the Aboriginal principles of “Respect,” “Reciprocity,” “Relationship,” and “Responsibility” (known as the “4 R’s”), Seventh Generation Stewardship, and an Aboriginal circle of giving and receiving, to teach Muslim students in one Islamic elementary school setting about environmental stewardship. The research tracked the thoughts and emotional connections of students as they undertook to establish the Aboriginal circle of giving and receiving, with plants they planted for their science unit. Through lessons and practices around the 4 R’s, the majority of students demonstrated an increased emotional attachment to the plants in their respective circles, which was documented in journals. While establishing these practices, the students expressed a heightened awareness of the various ways in which they may enhance the practice of environmental stewardship mandated in traditional Islamic texts.