How can schools contribute to the collective livelihoods and future wellbeing of Indigenous young people, their families, and the lands and waters where they live? One way forward has been through intentionally making relations across the edges of school and home, educational movements across México and the Mekong, and the fields of learning sciences and comparative education. Within the case of Sahasatsuksa school in Thailand and CONAFE schools in Mexico, I trace the relational, cultural, historical, political and ethical dimensions of human learning within micromoments of interaction in relation to macro forms of trans-Indigenous solidarities, self-determination, and socioecological change.