ABSTRACT

This paper introduces the concept of a walking collaboratory and discusses what researching as a collaboratory offers to education sites. Vignettes from two research sites draw on a Common Worlds framing to explore what it means to walk with young children using experimental, situated, and relational walking practices. In Southern Ontario, a walking collaboratory at a post-landfill naturalisation site invites pedagogies that refigure children’s relations with waste in a landscape profoundly shaped by a history of extraction. In Western Australia, a river walking collaboratory proposes pedagogical interruptions as a methodological tool to disrupt walking routines and attune to a river significantly impacted by human activity and climate crises. This paper does not offer a prescriptive collection of parameters for researching as a walking collaboratory, but instead offers glimpses of everyday moments that counter human exceptionalism and vitalise early childhood pedagogical practices through walking.

摘要

本文介绍了步行协作的概念，并讨论了作为协作进行研究为教育网站提供的功能。来自两个研究站点的小插图借鉴了一个共同世界的框架，以探索使用实验性、情境性和相关性步行实践与幼儿一起步行意味着什么。在安大略省南部，一个位于垃圾填埋场后归化地点的步行合作社邀请教学法重新塑造儿童与废物的关系，该景观深受提取历史的影响。在西澳大利亚州，一个河流步行合作组织提议将教学中断作为一种方法工具，以扰乱步行常规并适应受人类活动和气候危机显着影响的河流。