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- W4381489069 abstract "In this chapter, I show how I negotiated a shared space of entangled/differentiated existence with my teacher collaborator, Lily, with Land, and with pedagogical events in the researcher/teacher enactments, Mindful Walking and Mapping Worlds. Exploring how Lily and I underwent a settler reckoning with what it means to assume access to the P/places and L/lands we call home, this chapter activates an anticolonial praxis in/for environmental education (This anticolonialAnticolonial praxis is at the forefront of relational (re)configurations of myself as a Female/White/Western/Settler/Outdoor Recreator/Environmental Activist [as I explore in this chapter] and enactments of environmental education pedagogies and curriculum policy in the researcher/teacher enactments [as I explore in Chaps. 5 – 7 ].) that relationships to, and with, Land/land begets for a White/Western/Settler researcher/teacher living, learning, researching, and teaching on Land/land with troubled histories of settler colonialism. For Lily and me, this meant grounding our environmental education-type teaching practices within pedagogical events imbued with agentic assemblages that are relationally inclusive of all bodies (human, animal, and Earthly materialities) and discursive practices (ethical, sociocultural, and political constructions) (Bennett, Vibrant matter: A political ecology of things, Duke University Press, 2010). Thus, pedagogical events opened us to relational care ethics as an ontological (re)conceptualising of how individuals are relationally positioned with broader ecologies of the world, not just as individuals in the world." @default.
- W4381489069 created "2023-06-22" @default.
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- W4381489069 date "2023-01-01" @default.
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- W4381489069 title "Researcher/Teacher Worldings: Relationships with Land and Pedagogy" @default.
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