Journal of Sustainability Education Vol. 18, March, 2018 ISSN: 2151-7452 B. Marcus Cederström is the community curator of Nordic-American folklore in the Department of German, Nordic, and Slavic at the University of Wisconsin–Madison. His research includes articles and multimedia productions about immigration to the United States, identity formation, North American Indigenous communities, and sustainability. Tim Frandy is an Assistant Professor of Folk Studies at Western Kentucky University. His work lies at the intersections of public humanities, cultural revitalization, environments, health, worldview, and knowledge traditions. He has worked extensively in Anishinaabe, Sámi, and Nordic communities, and he is a member of the Sámi American community. Colin Gioia Connors is a PhD candidate in Scandinavian Studies and Folklore at the University of Wisconsin-Madison. His research includes landscape archaeology, Old Norse studies, North American indigenous communities, and digital storytelling. Indigenous Sustainabilities: Decolonization, Education, and Collaboration at the Ojibwe Winter Games B. Marcus Cederström, Tim Frandy, Colin Gioia Connors Abstract: In this article, we examine the collaborative efforts of university-employed folklorists with Waaswaaganing Anishinaabe (Lac du Flambeau Ojibwe) teachers and community leaders in what is currently known as northern Wisconsin. Focusing on the Ojibwe Winter Games—an annual weeklong event in February for middle school students that aims to revitalize traditional competitive games—we suggest that decolonizing sustainability education requires recognition that sustainability is pluralistic and culturally specific. Educators must facilitate a restorative systemic shift towards Indigenous sustainabilities through Indigenous-centered pedagogies and methods of knowledge production. In order to accomplish such a shift, our responsibility as academics and public folklorists must always be to the Indigenous communities with whom we work. We explore the role of non-Indigenous collaborators in Indigenous-led decolonization efforts, in developing educational systems that support and sustain Indigenous knowledge systems, and in the repatriation and rematriation of land, language, and culture. Keywords: Indigenous, Sustainability, Anishinaabe, Public Folklore (or Public Humanities), Cultural Revitalization, Allyship