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The 2019/2020 academic year brought historic opportunities for faculty to manage virtual exchanges (O'Dowd, 2021), yet limited research exists on how teachers develop their capacity within these programs. As educators collaborating on a transnational virtual exchange, we aim to investigate the process that teachers go through as they co-develop and collaborate in a transnational virtual exchange from our experiences and perceptions. We ask: To what extent do previous lived experiences mediate the process of teacher capacity building in a transnational virtual, collaborative exchange? This collaborative qualitative autoethnography case study explores our experiences as four instructors from the United States and Hong Kong, reflecting our experiences as they relate to teacher capacity building in transnational virtual exchange. The data suggests that previously lived international experiences assisted the instructors in capacity building within a virtual exchange and brought into question the role of cultural humility.

This article focuses on the relationships between social justice, environmental justice, and sustainability from the local to global levels. We envision social and environmental justice as involving not only human beings, but also the rights of all species to life and respect. We advocate an ecological justice approach based on the equality and intrinsic value of all existence. This standpoint also forefronts core values and world views of marginalized people and epistemologies, such as Indigenous knowledge systems. With the understanding that there is much heterogeneity among Indigenous communities and individuals, we delve into core commonalities which embrace the perspective that humanity's relation to the cosmos is ever-salient, that the Earth is a living being, and all species, as interconnected co-habitants of Earth, are intelligent, equal, and divine.

This article focuses on the relationships between social justice, environmental justice, and sustainability from the local to global levels. We envision social and environmental justice as involving not only human beings, but also the rights of all species to life and respect. We advocate an ecological justice approach based on the equality and intrinsic value of all existence. This standpoint also forefronts core values and world views of marginalized people and epistemologies, such as Indigenous knowledge systems. With the understanding that there is much heterogeneity among Indigenous communities and individuals, we delve into core commonalities which embrace the perspective that humanity's relation to the cosmos is ever-salient, that the Earth is a living being, and all species, as interconnected co-habitants of Earth, are intelligent, equal, and divine. [ABSTRACT FROM AUTHOR]