Journal of the Canadian Association for Curriculum Studies 2021-11-23T12:49:50-05:00 Pauline Sameshima, Editor-in-Chief Open Journal Systems <p><strong>Founded in 2003, the <em> Journal of the Canadian Association for Curriculum Studies </em> (JCACS) is an open-access journal of the Canadian Association for Curriculum Studies (CACS).</strong></p> <p><span style="font-size: medium;"><strong>Please note:</strong> The JCACS website has recently been reconstructed. Please email if you have problems navigating the site.</span></p> Walking as Attunement: Being With/In Nature as Currere 2021-11-23T12:49:48-05:00 Ellyn Lyle Celeste Snowber Being physically and spiritually attuned to the world around us forms the loom on which we weave our curricular understandings. Here, we strive to find the extraordinary in the ordinary and make room for a poetic way of attending to the lived curriculum. More than a way of doing research, we regard this way of being as a deep and disciplined presence with/in the world we inhabit. Through our own individual practices of walking the earth, our physicality explores the relationships between flesh and stone, and rain and tears, and the immediacy of the poetic takes form. Our walking practices open up the space not only to mindfulness, but bodyfulness, where the present moment has the capacity for the infinite. This type of active contemplation invites us into an expansive place where we can consider the very nature of education and its potential to foster or impede holistic teaching, learning, living, and being. Through writing together, we lift ourselves and each other out of the metaphorical and literal containment of our current contexts and find an invitation to walk and write into wonder. 2021-03-16T00:00:00-04:00 Copyright (c) 2021 Ellyn Lyle, Celeste Snowber Walking Softly in the Bush: Apprenticing to the Earth in an Ecological Curriculum 2021-11-23T12:49:24-05:00 Jodi Marie Latremouille Vern Latremouille In this piece, we conceptualize walking in the bush as an act of ecological apprenticing. Even after many years of learning/teaching, we also attune to the limits of our knowledge, seeing ourselves as continually evolving in our practice of nurturing more ethical and responsible apprenticeship relations, both out in the bush and in the classroom. Together, we write about places in the bush that are sacred to us, places around the Nicola Valley and the Nehalliston in the interior of British Columbia. We undertake a holistic and relational dialogue, grounded in life writing and literary métissage (Erika Hasebe-Ludt, Cynthia Chambers & Carl Leggo, 2009). We interpret the work of an ecological curriculum through four interrelated concepts of apprenticing: 1) as a sustained and lifelong, imperfect and unfinished practice; 2) as learning/teaching through sensory heartful attunement; 3) as teaching/learning through wonder; and 4) as a gift which creates relationships and obligations (“bound by legal agreement”). Drawing on Vern’s lifelong pedagogical work of “walking in the bush” and Jodi’s poem entitled “Huckleberry Prayer,” we undertake an intergenerational dialogue around an ecological curriculum as an act of apprenticing to the Earth. 2021-03-16T00:00:00-04:00 Copyright (c) 2021 Jodi Marie Latremouille What We Know Full Well 2021-11-23T12:49:43-05:00 David Jardine This paper affirms that the complex and difficult insights of how teaching, learning and curriculum might shape themselves in light of current ecological alertness and concerns are well known and well documented. 2021-03-16T00:00:00-04:00 Copyright (c) 2021 David Jardine We Need a New Story: Walking and the wâhkôhtowin Imagination 2021-11-23T12:49:50-05:00 Dwayne Donald Inspired and guided by the nêhiyaw (Cree) wisdom concept of wâhkôhtowin, this paper frames walking as a life practice that can teach kinship relationality and help reconceptualize Indigenous-Canadian relations on more ethical terms. I argue that Indigenous-Canadian relations today continue to be heavily influenced by colonial teachings that emphasize relationship denial. A significant curricular and pedagogical challenge faced by educators in Canada today is how to facilitate the emergence of a new story that can repair inherited colonial divides and give good guidance on how Indigenous peoples and Canadians can live together differently. In my experience, the emergence of a new story can be facilitated through the life practice of walking. 2021-03-16T00:00:00-04:00 Copyright (c) 2021 Dwayne Donald The Noise of Walking 2021-11-23T12:49:32-05:00 Twyla Salm Lace Marie Brogden Walking pedagogies provide opportunities for embracing diversity, at the same time that they honour a relationship with the Earth. As such, they can be used to encourage learners and curriculum makers to attune to their surroundings. Walking and writing together, though from disparate geographical locations, we provoke critical reflections on ableism through walking pedagogies. Inspired by our surroundings, we explicate and query curriculum experiences and the pedagogical reflections that accompany them/us, holding space for (dis)abilities. Co-constructed poetries frame our autoethnographic engagements with theory and practice. We offer two ways walking pedagogies may be engaged to disrupt ableism: walking to “disorient the norm” (Parrey, 2020) in the first instance, and moving as listening in the second. Through these disruptions to ableist discourses, we attend to ongoing circumstances of curriculum-making, attuning to the noise of walking in nature, where some have unrestricted access, some have partial access and some have no access at all. 2021-03-16T00:00:00-04:00 Copyright (c) 2021 Twyla Salm, Lace Marie Brogden Walking the Talk: Three Language Educators Engage in a Walking-Based Art Inquiry for Anti-Racist Education 2021-11-23T12:49:20-05:00 Adriana Oniță Lébassé Guéladé-Yaï Lucie Wallace As language and art educators committed to anti-oppression, we sought to explore how walking and art-making help us reflect, inquire, create, and act, upon new understandings of anti-racist education. Living in three different cities (Edmonton, Vancouver, and Palermo), we collaborated on a walking-based art inquiry for ten weeks in the summer of 2020, combining walking, art-making (photography, painting, mixed-media collage, screenprinting, and poetry), reflecting, and discussing. We were curious to investigate, both individually and collaboratively, what an anti-racist curriculum looks and feels like to us, and what walking and art-making might do in the process of learning and teaching. We situated our project in an arts-based research paradigm (Conrad & Beck, 2015), and we were inspired by Feinberg’s (2016) walking-based pedagogy and Judson’s (2018) walking curriculum. This article presents artistic experiments we created, as well as curricular insights that emerged from our process, for example, that walking and art may serve as dehabituating forces to help us openly feel, question, protest, and reimagine education, from intersecting perspectives of race and language. 2021-03-16T00:00:00-04:00 Copyright (c) 2021 Adriana Oniță, Lébassé Guéladé-Yaï, Lucie Wallace Walking Meditations: Becoming Place, Place Becoming 2021-11-23T12:49:15-05:00 alexandra fidyk Interwoven through four lyric snapshots of haptic relations with place—Saskatchewan, New York, South Africa and Egypt—this philosophic rumination considers the primacy of preconscious bodily feeling to learning. Perception at base level is described as synaesthetic—the whole body sensing and moving in relation to agential landscapes. The tangled snapshots embody inter-multi-sensorial experience so to mirror the ways our bodies exist in relation to things seen and unseen. Together, the two texts, two voices, step in support of walking pedagogies as a profound praxis in service to becoming, an unfolding always underway with place, even distant and unfamiliar. Highlighted as embodied and explored, matter central to an earthly curriculum are the methods of slow, attuned, disciplined attention and somatic resonance. 2021-03-16T00:00:00-04:00 Copyright (c) 2021 alexandra fidyk miyo waskawewin and aokakio’siit: Lessons in Learning to Walk Well 2021-11-23T12:49:17-05:00 Lesley Marie Tait In Canada's post Truth and Reconciliation classrooms, educators continue to seek ways to begin the challenging work of lifting Indigenous knowledges within their classroom and within the curriculum. Many educators have begun to turn to land-based or place-based learning as a potential solution to this challenging work. This article undertakes a holistic dialogue with educators and offers two words, aokakio’siit, miyo waskawewin, that may serve as pedagogical reminders on how we can walk well both within the classroom and within life. This article brings together professional reflections with Indigenous teachings received from Elders, as a potential way forward in the lifting of Indigenous knowledges within schools and as a way of being in the world. 2021-03-16T00:00:00-04:00 Copyright (c) 2021 Lesley Marie Tait A Walking Curriculum: Learning From Risk and Connection 2021-11-23T12:49:34-05:00 Astrid Steele The act of walking has been described as “an exquisitely coordinated and elegant falling forward and catching oneself” (Kabat-Zinn, 2013, p. 125). Each step that we take is a physical risk in which we surrender our bodies into space, and only when our feet (re)connect with the earth do we find stability and are able to move forward. I propose that risk and connection are critical elements of a walking curriculum within an environmental education course for teacher candidates. The concept of risk is explored, and I describe a variety of course activities that involve taking physical, emotional or professional risks. The concept of connection is also examined with a particular focus on humans as integral to the natural world; and again, I describe course activities that provide opportunities for teacher candidates to experience connections to the natural world and to each other. Environment as the third teacher is explored, and lastly I reflect on my position as the instructor who facilitates learning opportunities for the teacher candidates in our course. 2021-03-16T00:00:00-04:00 Copyright (c) 2021 Astrid Steele Kizhay Ottiziwin: To Walk With Kindness and Kinship 2021-11-23T12:49:29-05:00 Vicki Kelly Forty years ago, I was sitting beside Poohbah Lake, a part of my homeland. I was deeply engaged in a process I would now describe as attunement and prayer; I was asking Gzhwe Mnidoo and the Ancestors to guide me on my way. I longed to be a living being of kindness and useful to Creation by honouring my kinship to All My Relations. As my moccasined feet gently walked the land, I wanted to honour each and everything as created, to open my heart, and to regard each being with reverence and respect. I learned to hold these teachings as they were offered. As I grew older, I understood the enormous gift I was given to witness Creation as it had been created by Gzhwe Mnidoo. This learning legacy seared itself into my heart and spirit. As I wander my life journey I return to the teachings of my people, the Anishinaabe; I continue to seek an honourable way to walk. This Indigenous Métissage tells the story of my search for Mino Bimaadiziwin through the practice of Kizhay Ottiziwin. 2021-03-16T00:00:00-04:00 Copyright (c) 2021 Vicki Kelly Gateways to New Learnings: Walking to Re/Vision an International Practicum 2021-11-23T12:49:45-05:00 Christine L. Cho Julie K Corkett We engage in a creative exploration of the ways in which a walk provided us with insights into how we might enhance the curriculum for a teacher education international practicum in Italy. Drawing from a currere framework, we shifted to mindful walking, and we tell our story in three parts that represent the various stages of our mindful engagement: intention; attention; and attitude. Walking in this way provided the impetus for us to re-examine the curriculum of the international practicum. We argue that mindful walking has the potential to increase observation skills and open up ways to develop deeper cultural connections in an international practicum. We consider what those connections could do to enhance the practicum and our teacher candidates’ experience. 2021-03-16T00:00:00-04:00 Copyright (c) 2021 Christine L. Cho, Julie K Corkett Walking Pedagogy for Science Education and More-Than-Human Connection 2021-11-23T12:49:27-05:00 Lee Beavington This literary-visual métissage weaves together stories, scholarship and photographs. What can be unearthed—science education, embodied knowledge, environmental ethics—when we walk on the land? Embodied and sensorial engagement fosters relational and enlivening educational experiences. Whether preschool or post-doc, direct sense experience offers not only active and experiential pedagogy, but also a spiritual attunement with the natural world. Now, amid the climate crisis and screen fatigue pandemic, such Earth resonance is of utmost import. Let us walk through a snowy forest, ponder what counsel our shoeless feet (and David Abram) afford us, and envision the learning environment as an emergent and adaptable opportunity for connection and wonder. 2021-03-16T00:00:00-04:00 Copyright (c) 2021 Lee Beavington Walking: A Quiet Participation in Place 2021-11-23T12:49:36-05:00 Josh Markle Sharon Pelech 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. 2021-03-16T00:00:00-04:00 Copyright (c) 2021 Josh Markle, Sharon Pelech We Are Travellers: The Body as a Compass 2021-11-23T12:49:41-05:00 Carolina Bergonzoni This article introduces the practice of walking-as-dancing. In this article, the terms walk and walking are often considered as synonymous with wandering since the practice of walking-as-dancing that I will describe does not have a set goal. When walking-as-dancing, I explore the improvisational nature of a wandering movement that allows me to let go of certainty and attune to the not-yet-known. I define the body as a compass that guides us through the path of the curriculum-as-lived (Aoki, 1993) and the curriculum itself. Through the analysis of the practice of walking-as-dancing, I will show how the knowledge of the body is already in us; it is us. 2021-03-16T00:00:00-04:00 Copyright (c) 2021 Carolina Bergonzoni Reflecting on Rollerblading Over the Past: A deconstruction of a Sociohistorical City Space 2021-11-23T12:49:38-05:00 Mark Currie Positioning rollerblading as a form of walking, I critically reflect on my experience rollerblading to work in downtown Toronto. I never questioned whose land these roads were covering, what it meant that I could read all of the street names, nor my feelings of unconditional belonging as a Mixed-Race, White-passing, English-literate man. In this paper, I argue that everyday elements of the cityscape (re)shaped a racist sociohistorical geography and my place within it. I employ as a framework Hall’s (1980) concept of articulation, Stanley’s (2011) understanding of racisms as exclusions and Puwar’s (2004) concept of somatic dissonance. Through this lens, I deconstruct how my act of rollerblading exemplified the banality of the sociohistorical city space and unknowingly enacted the dominance of Whiteness. 2021-03-16T00:00:00-04:00 Copyright (c) 2021 Mark Currie Walking on This Earth, Finding Belonging: Ruminations of an Unsettled Settler 2021-11-23T12:49:22-05:00 Stephanie Bartlett In this paper, I contemplate my positionality as a non-Indigenous settler of Scottish, English and German descent. I (re)visit places that have shaped my life-journey and engages in a thoughtful participation between language, land and my positionality as an emerging researcher within an Indigenist paradigm. I consider Regan’s (2010) concept of the unsettled settler, defined as non-Indigenous people learning to embrace the struggle to face truths of colonialism and the consequences of the Indian Residential School system. Through photovoice and poetic inquiry, I reflect on my own encounters with the land and more-than-human relatives as a way to disrupt colonial assumptions. Ruminations, pictures and a collection of poems invite an exploration of the curricular implications of land-based teachings and reconciling ways of knowing with the land. By delving into and sharing my own personal experiences on the land, I hope to invite non-Indigenous educators to consider their own positionality and relationship with the land as part of their response to the Truth and Reconciliation (2015) calls to action. 2021-03-16T00:00:00-04:00 Copyright (c) 2021 Stephanie Bartlett Now Has Always Been the Time 2021-11-23T12:49:11-05:00 Ellyn Lyle Jodi Marie Latremouille David Jardine 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. 2021-03-16T00:00:00-04:00 Copyright (c) 2021 Ellyn Lyle