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? 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? How might grappling with quilombola inheritances help think place relations? What is the role of river rocks to disrupt the nature/culture divide within a child’s physical literacy journey? How might Commoning create conditions for different forms of care? How does grappling with ongoing inheritances co-create liveable futures? How might ‘pausing’ as a pedagogical strategy cultivate everyday collective worlding practice/s? Why propose microblogs as a practice of collectivity? How could sympogogy help mobilize the educative praxis of learning-with the world? What impressions do river rocks make? How to notice the potholes without falling into them? How does intensifying plastics’ presence in the classroom invite children to practice curiosity and disrupt indifference? How can the act of removing shoes open us to a practice of nourishment? How might the openings proposed by an event be sustained as a way of inhabiting possibility for difference? How might otherwise food pedagogies endure hyper sanitization and fear of contamination in viral times? How might everyday pauses, beginnings, stumbles, and stops embody the edges and energies of our archiving practices? What if world politicians knew as much as children about ‘common worlding’ in the Anthropocene? What is our pedagogical response-ability in the face of climate and pandemic crises? Why is it so challenging to understand the agency of the material world and other beings? How are common worlding pedagogies different from nature stewardship pedagogies? How and why did the Common Worlds Collective come into being? How is the COVID 19 pandemic reconfiguring the understandings, relationships and experiences around children and nature? What Does Donna Haraway Think About Education in the Chthulucene? Troubling Spring: What ‘place-noticing’ pedagogies emerge when we notice the world through the Kulin* seasons? How might education be reimagined around the future survival of the planet? What does it mean to never fully grasp a place? How does the ways in which we converse with colour re-inform our memories of walking? How do we “keep time” using an ethics of care perspective for and with children in their common worlds? What are the viral pedagogies fit for these times of COVID-19? How do you reawake a river mill?
