Where conventional Western education focuses on decontextualized knowledge and disembodied expertise, Nishnaabeg education, in Simpson’s words, emerges out of a “compassionate web of interdependent relationships that are different and valuable because of that difference.” Children learn as they live, observing their surroundings and their elders, who answer questions and ask them in return. As Simpson describes it, the result is a mode of learning that is both deeply communal and highly individualistic—an individualism that is not selfish or competitive but secure and collaborative.