this portfolio is focused on two discourses around "invasive" species, namely the dominant western science narratives that emphasize elimination, control, and management and an indigenous perspective that takes a longer view that recognizes perpetual change in ecosystems. braiding these worldviews together may offer a more humane and healthier approach to not only conservation science but also "invasive" species education. there are four tasks in this portfolio. the first is a literature review that provides an overview of western and indigenous epistemologies and ontologies in regards to conservation science, relationships to land, and other beings with whom we share a life, zeroing in on "invasive" species. some of the educational implications of these discourses are woven throughout the literature review. the second task in my portfolio focuses explicitly on education and involves a review of current “invasive” species education in the ontario environmental science curriculum, as well as observations from my experiences as an interpreter about how "invasive" species are discussed. the third task is an interpretive program focused on "invasive" species that applies ideas from the literature review in a practical way. the fourth and final task is a reflection paper on my learning journey.