This paper provides perspective on the growing research arena of indigenous knowledge in environmental education in southern Africa. By drawing mainly on South African case examples of indigenous knowledge activities and research (including our own research) we provide an overview of activities and debates that have emerged in response to earlier institutionalized calls for a foregrounding of indigenous knowledge in response to environmental issues and risks following the Rio Earth Summit. The paper shares insights into a process of regionalization and localization of this institutional agenda, and illuminates how the Environmental Education Association of Southern Africa (EEASA) has played a key role in providing a forum for debate and deliberation on this trend in environmental education. It describes how this association, working with other partner groups such as Share-Net, the Southern African Development Community?s Regional Environmental Education Centre (SADC REEC) and research and materials development initiatives has created the space in southern Africa for an articulation of some key issues associated with the institutionalization of indigenous knowledge in/as environmental education processes. As researchers working in this arena, we raise some of the emerging contestations and debates that currently hold significance in our research work, and indicate through reference to our research, and the research of others, how these issues are being articulated and responded to in the region. The paper provides an orienting compass to those interested in engaging further with this arena of research in southern African environmental education.