Walking in Art Education: Ecopedagogical and A/r/tographical Encounters(Artwork Scholarship: International Perspectives in Education)

This edited collection highlights ways that arts-educators address learning with the land through walking practices across spatial, temporal, and cultural differences. In Walking in Art Education, authors explore walking and a/r/tography in their local contexts. As a result, the book finds that kinship and relationality are significant themes that permeate across a/r/tographic practices focused on ecopedagogy and learning with the land. These walking practices serve as ecopedagogical moments that attune us to human-land and more-than-human relationships, while also moving us past Western-centric understandings of land and place. More than this, the book situates this work in a/r/tographic practices taking up walking as one method for engagement.

Table of Contents:
List of Figures Foreword – Jocelyne Robinson Acknowledgements Introduction: Encountering Kinship and Relationality – Nicole Rallis and Ken Morimoto Grounding: Our Walks Begin with Prayer – Anna Leah King Chapter 1: Mapping Five Months of Treaty Walking – Sheena Koops, Michele Sorensen, and Valerie Triggs Grounding: Being Anecdotal – Natalie Owl Chapter 2: Walking Trails Connected to the Thirteen Moons – Jennifer MacDonald Grounding: Noodinoon (“The Winds”): A Life-Giving Force We Cannot See – Shelly Johnson Chapter 3: Conversations With Transitory Spaces: The Relationality of Tide, Time, and Transit on the St. Lawrence River – Patricia Osler Grounding: We Come from Walking – Shannon Leddy Chapter 4: Walking for Plant Re-Creation – Jun Hu Grounding: Lessons From the Forest – Cathy Rocke Chapter 5: Walking to Where the Grid Breaks Up: Accessing the Aesthetic – Valerie Triggs and Michele Sorensen Grounding: Walk, Walking, Walker – Gloria Ramirez Chapter 6: Don’t Move! Desired, Hairy, and Forbidden Surface Encounters in (Motionless) Walking With Alpacas – Biljana C. Fredriksen and Isabel Scarborough Grounding: mosom calls – Shauneen Pete Chapter 7: An A/r/tographic Inquiry of Yo/Haku and Warm Freeze: Returning to Land and Relationship During the Pandemic – Koichi Kasahara, Nanami Inoue, Mika Takahashi, Chiaki Hatakeyama, Yukito Nishida, Takeshi Kawahito, Naoko Kojima, Kanami Ban, Seisuke Ikeda, Momoka Kiyonaga, and Kanae Shimoji    Grounding: Luu amhl goo’y gyalk ganiis [“I Am Happy Outside Always”]: Ecopedagogical Interconnectedness to Indigenous Knowledge – Sheila Blackstock Chapter 8: Making Oddkin With Plantly Relations as Wayfaring Through Colonial Legacies – April Martin-Ko Grounding: Resonances and Re-Entanglements in an Era of Climate Change: Performing Reciprocity with the Cosmos – Peter Cole and Pat O’Riley Chapter 9: My Responsible Stewardship of a Place: The Mother Tree Taught Me How – Kwang Dae (Mitsy) Chung Grounding: Opening the Gate – Yasmin Dean Chapter 10: Collapsing Landscapes: Walking as Acts of Belonging and Becoming – Tormod Wallem Anundsen Grounding: Mihšwe ̄ndam dakı ̄n ohte ̄ kowo ̄ndosaya ̄n—“I Love the Land From Where I Come” – Benjamin Ironstand Chapter 11: (Random) Encounters in the Uncanny City – Chrysogonus Siddha Malilang Grounding: My Body, My Spirit Is Tied to This Land – Marg Boyle Notes on Contributors

About the Author :
Nicole Rallis is a PhD candidate in curriculum studies and art education at the University of British Columbia, Canada. Her research interests include a/r/tography, poetic inquiry, embodied learning and land-based pedagogies. Ken Morimoto is a doctoral candidate in the Department of Curriculum and Pedagogy at The University of British Columbia, Canada. With interests in art-based educational research and philosophy of education, his research entails the development and exploration of conceptual landscapes as a way of study. Michele Sorensen a woman of Mi’kmaq ancestry, is an Assistant Professor in the Faculty of Social Work at the University of Regina, Canada. Valerie Triggs is a Professor of Arts Education and Visual Arts Education in the Faculty of Education at the University of Regina, Canada. Rita L. Irwin is a settler of European ancestry living on the traditional, ancestral and unceded territory of the Musqueam First Nations. She is also a Distinguished University Scholar and Professor of Art Education and Curriculum Studies and former Associate Dean of Teacher Education and Head, Department of Curriculum Studies at the University of British Columbia, Canada.