Walking collaboratories: Experimentations with climate and waste pedagogies

Document Type

Journal Article

Publication Title

Children's Geographies

Publisher

Taylor & Francis

School

School of Education / Centre for People, Place and Planet

RAS ID

52338

Funders

Social Sciences and Humanities Research Council (SSHRC), Canada

Comments

Wintoneak, V., & Jobb, C. (2022). Walking collaboratories: experimentations with climate and waste pedagogies. Children's Geographies. Advance online publication. https://doi.org/10.1080/14733285.2022.2071599

Abstract

This paper introduces the concept of a walking collaboratory and discusses what researching as a collaboratory offers to education sites. Vignettes from two research sites draw on a Common Worlds framing to explore what it means to walk with young children using experimental, situated, and relational walking practices. In Southern Ontario, a walking collaboratory at a post-landfill naturalisation site invites pedagogies that refigure children’s relations with waste in a landscape profoundly shaped by a history of extraction. In Western Australia, a river walking collaboratory proposes pedagogical interruptions as a methodological tool to disrupt walking routines and attune to a river significantly impacted by human activity and climate crises. This paper does not offer a prescriptive collection of parameters for researching as a walking collaboratory, but instead offers glimpses of everyday moments that counter human exceptionalism and vitalise early childhood pedagogical practices through walking.

DOI

10.1080/14733285.2022.2071599

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