Expert knowledge, collaborative concepts, and universal nature: naming the place of Indigenous knowledge within a public-sector cultural burning program

Investigates whether a cultural burning program embedded within government bureaucracy can meaningfully support Indigenous peoples’ landscape fires. In particular, it presents evidence on how and non-Indigenous individuals encountered, interpreted, prioritized the influence of wildfire science, ecological expert knowledge communities. All interviewees considered authority people, specifically Traditional Custodians, as inseparable to program. Four moves were made build for knowledge: reconsideration who has evidence; systems creation; whose is relevant across time; contexts. The results reveal some strongly held precepts about shifted, where sharing challenges persisted, constraints governance context. study recommends material investment in communities, prioritizing reflexive research, learning, teaching nature academia.