Walking collaboratories: Experimentations with climate and waste pedagogies
Taylor & Francis
School of Education / Centre for People, Place and Planet
Social Sciences and Humanities Research Council (SSHRC), Canada
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.