Walking collaboratories: experimentations with climate and waste pedagogies

Wintoneak, Vanessa; Jobb, Cory

doi:10.1080/14733285.2022.2071599

Cited by 5 publications

(2 citation statements)

References 26 publications

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“…Place-based pedagogies revolve around narratives and representations deeply rooted in a particular location, intertwined with the presence of children within it, underscoring the potential for anti-colonial, anti-racist, and anti-oppressive transformation that these narratives and relationalities can bring about (Nagasawa and Swadener, 2017). In geography, Wintoneak and Jobb (2022) illustrate how their collaborative walking methodologies in Canada and Australia, centred on themes of climate and waste, necessitate a reflection on the enduring impact of settler colonialism and the fact that these walks occur on lands taken from Indigenous peoples. The act of walking in a given land becomes inherently linked to the practices of storytelling, sharing, and learning about ‘multiple pasts, presents, and futures […] in which extractivist logics and pollution [of settler colonialism] have left a permanent trace’ (p. 12).…”

Section: What Methods and Practice?mentioning

confidence: 99%

Children’s geographies I: Decoloniality

Blazek

2023

Progress in Human Geography

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This review departs from the perception that children’s geographies are theoretically ‘stuck’, by showing how the field’s growing decolonial scholarship pushes its boundaries. Decoloniality involves delinking from Western constructs and developing pluralistic theoretical frameworks firmly grounded in the realities of marginalised childhoods. Organised around the themes of decolonial theory, praxis, and conceptualisations of childhood, the review focuses on embracing historical geographies of non-Western childhoods, developing relational and place-based methodologies, centring on childhoods on the margins of global knowledge production, addressing the interlinked marginalisation of children through colonial violence and adult dominance, and challenging the Anglo-centric modes of academic publishing.

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Section: What Methods and Practice?mentioning

confidence: 99%

Children’s geographies I: Decoloniality

Blazek

2023

Progress in Human Geography

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“…This method intentionally guided the researchers to collaborate with children by paying attention to the ways in which place, in this case water, held particular status for them. As Wintoneak and Jobb (2022) point out, this method allows researchers to exceed the taken-for-granted assumptions that underpin childhood narratives in their encounters with nature, opening up possibilities for nuanced pedagogical perspectives. In our case this meant granting access to children's emotional responses as well as experiences within the pedagogical frames at their disposal.…”

Section: (I) Research Questionsmentioning

confidence: 99%

Worrying with Children and Water in ECEC: Exploring the Pedagogical framing Effects of Actions for Climate Change

White,

Williams,

Martin

2024

IJEC

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Based on Sustainable Development Goals, a recent flurry of activity has begun concerning the responsibilities of teachers to support young children in recognising and responding to aspects of climate change. Less, however, is understood about the emotional impact of these interventions on children themselves, or the extent to which the way they are framed can impact on the actions that follow. The extent to which children are encouraged to worry about water and their responsibilities concerning its sustainability is of relevance to the children of Aotearoa New Zealand and orients the focus of this paper. Walking with 3–4-year-old children over several days across three early childhood education and care sites located near waterways in the South Island, researchers share examples of worrying that took place for these children as we walked together with water. Utilising Bilandzic et al. (Sci Commun 39:466–491, 2017) goal frames to analyse their significance, the ways children worried are explored in a series of narratives that identify as series of positive and negative frames and their consequences. The paper concludes by highlighting the considerable effects of worrying and their consequences for activating children towards climate action. Teachers are invited to take a nuanced view that ameliorates the counter-productive outcomes of negative frames that can immobilise action, in contemplation of positive frames with water as a relational encounter with potential for empowerment and change. As such, a shift from emphasising activities for climate change to the framings that orient their significance through children’s worrying encounters with and about water.

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Common Worlding with Blasted Landscapes: Possibilities for Walking Research in Early Childhood Education

Jobb

2023

Studies in Arts-Based Educational Research

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Walking collaboratories: experimentations with climate and waste pedagogies

Cited by 5 publications

References 26 publications

Children’s geographies I: Decoloniality

Children’s geographies I: Decoloniality

Worrying with Children and Water in ECEC: Exploring the Pedagogical framing Effects of Actions for Climate Change

Common Worlding with Blasted Landscapes: Possibilities for Walking Research in Early Childhood Education

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