This paper begins with crises; environmental, social and democratic. And then it posits that in the midst of these crises there might be an opportunity. One that involves not so much "saving"democracy and sustaining current ways of life but shifting attentions towards potentially creating (re-creating) something different. Something we are calling eco-democracy. There have long been voices, calling for a more environmentally thoughtful form of democracy. After tracing a short discussion of this history including some of the critiques we turn to an exploration of eco-democracy in environmental education. Our argument is that some forms of environmental education are already thinking in more eco-democratic ways without necessarily naming the project as such. In order to do this, we focus on five 'seedlings' of eco-democracy that already exist in environmental education. These seedlings allow us to do two things. First, draw connections to Wild Pedagogies and second draw out four key considerations for environmental educators if they are interested in having more eco-democratic practices: voice, consent, self-determination and kindness. The paper ends with a short speculative exploration of what might happen pedagogically if environmental education were to assume an eco-democratic orientation through honouring voice, consent, self-determination, and kindness.