In this age of globalization, where lives depend on multiple and constant interconnections, Lyn Carter and Nicolas Walker problematize the notion of borders and border crossings in light of how they have traditionally been conceptualized in science education. In their chapter, they share theoretical and practical insights that challenge us to rethink the idea of borders in the context of traditional knowledge and justice. Drawing on examples from Australian indigenous cultures, they prompt us to consider the ways in which emerging ideas about borders and border spaces contribute to the discussion surrounding ecojustice.