Walking: A Quiet Participation in Place


  • Josh Markle University of Lethbridge, University of Calgary
  • Sharon Pelech University of Lethbridge




walking, métissage, hermeneutics, place, quiet participation


We reflect on experiences we have had working, living and walking alongside our students. We interpret these experiences to reveal the silences at play as we walk stories into being together and attune ourselves to the places we both create and inhabit. We ground our exploration of the connection between walking and curriculum in life writing and literary métissage (Hasebe-Ludt et al., 2009). Throughout, we draw inspiration from Abram (1996) to explore the notion of walking as quiet participation, which we characterize as a bodily attunement toward each other and the more-than-human world, and we point to its possibilities for how we work and live alongside one another.

Author Biographies

Josh Markle, University of Lethbridge, University of Calgary

Josh Markle is an instructor in the Faculty of Education at the University of Lethbridge and a doctoral student in Educational Research at the Werklund School of Education, University of Calgary.

Sharon Pelech, University of Lethbridge

Sharon Pelech is an Associate Professor in Education at the University of Lethbridge teaching at the undergraduate and graduate levels in curriculum studies and science education. Her research interests include science education, ecopedagogy, place-conscious pedagogy and interpretive (hermeneutic) research.


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How to Cite

Markle, J., & Pelech, S. (2021). Walking: A Quiet Participation in Place. Journal of the Canadian Association for Curriculum Studies, 18(2), 179–191. https://doi.org/10.25071/1916-4467.40602