In this article, we experiment with a form of dark pedagogy, a pedagogy that confronts haunting pasts-presents-futures in environmental education. We offer a conceptualisation of ghosts that enables us to creatively explore the duration of things and consider the relationality of time. We examine this through two situated contexts, engaging with entangled, yet differentiated, socioecological issues. The first issue involves the cascading impacts of climate change on the Australian Alps, including intensifying bushfires and threats to the iconic snow gum. The second issue involves the reordering of human/animal relations through processes of settler colonialism that continue to transform land into a commodity, with a significant cultural and material consequence of such colonial harm resulting in the extermination of free-ranging bison herds in the Canadian prairies. Both are unique issues, but both involve impacts of colonisation, loss and natural-cultural hegemony. The dark elements of these Place-specific stories involve noticing and confronting loss and related injustices. In our case, we diffract such confrontations by thinking through these challenging issues and working towards ethical ways of living and learning. In this article, we (re)member ghosts and ponder practices for fostering anticolonial response-abilities and affirmative human/Earth futures.