Now Has Always Been the Time




walking pedagogies, attunement, place-based inquiry, lived curriculum, currere


Beginning from the assumption that we must learn to wonder as we wander, our writing here aims to advance theory and practice as they relate to walking. We understand walking as both an intentional physical activity and a curricular understanding of traversing with and through landscapes of topical relations in attunement with the Earth. We assume that insights gained through such attunement are accessed through deep consciousness of and presence with and, as such, we take up attunement in a variety of ways: spiritual (belonging in nature); intellectual (learning about relationships); physical (affecting the body); emotional (exploring love of nature); and imaginative (learning through creative engagement). Through critical, qualitative, creative, and arts-integrated approaches, we engage the praxis of living and being in relation.

Author Biography

Ellyn Lyle, Yorkville University

With deep connections to place, Ellyn embraces metaphor to untangle lived experience as a way to inform teaching and learning as autobiographical experience. She began her career in secondary English classrooms before moving toward adult education and organizational contexts where she championed critical education practices and leadership for social change. She is currently Assoicate Dean in the Faculty of Education. Ellyn’s research interests include: the role of reflexive inquiry in practitioner development; narrative; education for social justice; pedagogies of place; identity; and lived/living curriculum.


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How to Cite

Lyle, E., Latremouille, J. M., & Jardine, D. (2021). Now Has Always Been the Time. Journal of the Canadian Association for Curriculum Studies, 18(2), 1–5.