Marcher comme harmonie : être avec/dans la nature en tant que « currere »

Auteurs-es

DOI :

https://doi.org/10.25071/1916-4467.40514

Mots-clés :

le currere, la pédagogie de la marche, l’enquête poétique, le relationnel

Résumé

Être physiquement et spirituellement en phase avec le monde qui nous entoure constitue le métier sur lequel nous tissons nos compréhensions curriculaires. Ici, nous nous efforçons de trouver l'extraordinaire dans l'ordinaire et de faire place à une manière poétique d'assister au curriculum vécu. Plus qu'une manière de faire de la recherche, nous considérons cette manière d'être comme une présence profonde et disciplinée avec / dans le monde où nous vivons. À travers nos propres pratiques individuelles de marcher sur la terre, notre physicalité explore les relations entre le chair et la pierre, et la pluie et les larmes, et l'immédiateté de la poétique prend forme. Nos pratiques de marche ouvrent l'espace non seulement à la pleine conscience, mais aussi au corps, où le moment présent a la capacité de l'infini. Ce type de contemplation active nous invite dans un lieu expansif où nous pouvons considérer la nature même de l'éducation et son potentiel pour favoriser ou empêcher l'enseignement, l'apprentissage, la vie et l'être holistiques. En écrivant ensemble, nous nous élevons et nous sortons les uns les autres du confinement métaphorique et littéral de nos contextes actuels et trouvons une invitation à marcher et à écrire dans l'émerveillement.

Biographie de l'auteur-e

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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Publié-e

2021-03-16

Comment citer

Lyle, E., & Snowber, C. (2021). Marcher comme harmonie : être avec/dans la nature en tant que « currere ». La Revue De l’association Canadienne Pour l’étude De Curriculum , 18(2), 6–20. https://doi.org/10.25071/1916-4467.40514