Walking collaboratories: Experimentations with climate and waste pedagogies
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.
Keywords
Collaboratory, common worlding, early childhood education, environmental education, walking
Document Type
Journal Article
Date of Publication
1-1-2022
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
Copyright
subscription content
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