FILTER BY CATEGORY:CommoningWorldingInheritingRelations with PlaceRelations with ChildrenRelations with Materials Featured ¿Cómo lxs niñxs en lazo con otros grupos, generaciones y especies producen formas, no inocentes, de vida y de recuperación parcial? Read more → How can the desire for mobility and an appeal for new places be balanced with a sense of rootedness and deep relationship with the land? Read more → How might grappling with quilombola inheritances help think place relations? Read more → What is the role of river rocks to disrupt the nature/culture divide within a child’s physical literacy journey? Read more → How might Commoning create conditions for different forms of care? Read more → How does grappling with ongoing inheritances co-create liveable futures? Read more → How might ‘pausing’ as a pedagogical strategy cultivate everyday collective worlding practice/s? Read more → Why propose microblogs as a practice of collectivity? Read more → How could sympogogy help mobilize the educative praxis of learning-with the world? Read more → What impressions do river rocks make? Read more → How to notice the potholes without falling into them? Read more → How does intensifying plastics’ presence in the classroom invite children to practice curiosity and disrupt indifference? Read more → How can the act of removing shoes open us to a practice of nourishment? Read more → How might the openings proposed by an event be sustained as a way of inhabiting possibility for difference? Read more → How might otherwise food pedagogies endure hyper sanitization and fear of contamination in viral times? Read more → How might everyday pauses, beginnings, stumbles, and stops embody the edges and energies of our archiving practices? Read more → What if world politicians knew as much as children about ‘common worlding’ in the Anthropocene? Read more → What is our pedagogical response-ability in the face of climate and pandemic crises? Read more → Why is it so challenging to understand the agency of the material world and other beings? Read more → How are common worlding pedagogies different from nature stewardship pedagogies? Read more → How and why did the Common Worlds Collective come into being? Read more → How is the COVID 19 pandemic reconfiguring the understandings, relationships and experiences around children and nature? Read more → What Does Donna Haraway Think About Education in the Chthulucene? Read more → Troubling Spring: What ‘place-noticing’ pedagogies emerge when we notice the world through the Kulin* seasons? Read more → How might education be reimagined around the future survival of the planet? Read more → What does it mean to never fully grasp a place? Read more → How does the ways in which we converse with colour re-inform our memories of walking? Read more → How do we “keep time” using an ethics of care perspective for and with children in their common worlds? Read more → What are the viral pedagogies fit for these times of COVID-19? Read more → How do you reawake a river mill? Read more →
