Lively Emu dialogues: activating feminist common worlding pedagogies

Blaise, Mindy; Hamm, Catherine

doi:10.1080/14681366.2020.1817137

Cited by 10 publications

(8 citation statements)

References 32 publications

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“…Response-ability — an ability to respond to the invitations of people and places — is a way of being in relationship (Bawaka Country et al, 2019). It is a way of learning that is focused on the child developing relationships with places and more-than-human beings in their surroundings (Blaise & Hamm, 2020; Martusewicz, 2018).…”

Section: Strong Sustainabilitymentioning

confidence: 99%

Learning to care for Dangaba

Poelina,

Paradies,

Wooltorton

et al. 2023

Aust. J. environ. educ.

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In a Kimberley place-based cultural story, Dangaba is a woman whose Country holds poison gas. Her story shows the importance of cultural ways of understanding and caring for Country, especially hazardous places. The authors contrast this with a corporate story of fossil fuel, illustrating the divergent discourses and approaches to place. Indigenous and local peoples and their knowledge, cultures, laws, philosophies and practices are vitally important to Indigenous lifeways and livelihoods, and critically significant to the long-term health and well-being of people and place in our locality, region and world. We call for storying and narratives from the pluriverse of sociocultural voices to be a meaningful part of environmental education and to be implemented in multiple places of learning. To know how to hear, understand and apply the learnings from place-based story is to know how to move beyond a normalised worldview of separation, alienation, individualism, infinite growth, consumption, extraction, commodification and craving. To know how to see, feel, describe and reflect upon experience, concepts and practice is to find ways to move towards radical generosity, mutuality of becoming, embodied kinship, wisdom, humility and respect.

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Section: Strong Sustainabilitymentioning

confidence: 99%

Learning to care for Dangaba

Poelina,

Paradies,

Wooltorton

et al. 2023

Aust. J. environ. educ.

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“…My walks-with Place had a different intent to these types of visits. My walks build on the work of other early childhood researchers who propose that walking alone with-Place can be a critical practice for generating reconciliation pedagogies (Hamm, 2015) and rethinking the ways in which schools engage with zoos (Blaise and Hamm, 2022). Engaging with critical walking practices (Springgay and Truman, 2018), the aim was to explore the potential for generating situated place-based pedagogies that sit within a paradigm which acknowledges the relational interdependence of Place and children.…”

Section: Situating the Studymentioning

confidence: 99%

Beyond reflective practice: Blogging-with Place as a diffractive practice for (re)imagining place-based education

Nociti

2022

Contemporary Issues in Early Childhood

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This article proposes the diffractive practice of blogging-with Place as an alternative to a reflective journal. Reflective practice is a priority for teachers, with reflective journaling often employed as a method for documenting a teacher's experiences and knowledge about sites that are intended for place-based teaching and learning. However, when implemented for the purpose of improving place-based approaches, reflective journaling is limited by its grounding in an epistemology that values knowledge as leading to mastery and control over the environment. In response to calls for a radical reimagining of place-based approaches, the diffractive practice of blogging-with Place offers an opening for (re)imagining place-based pedagogies that (re)situate children as part of Place–children common worlds. This article has emerged from a study during which the researcher walked- and blogged-with Gabbiljee, a wetlands ecosystem also known as the watery place at the end of Derbarl Yerrigan (also known as the Swan River) in Perth, Western Australia. The inquiry revealed that whilst the potential for diffractive practice was acknowledged, there were challenges for a teacher-researcher trained in reflective practice to make this shift. The author found that the intentional implementation of hesitating and (de)composing practices intervened in ways that disrupted reflective habits, prompted necessary unlearning and created openings for diffractive possibilities. Using excerpts from two different blogs, the limitations of reflective blogging are compared to the possibilities, challenges and unlearning that transpired when engaging with the diffractive practice of blogging-with Place. Speculative, transparent and emergent, blogging-with Place is an alternative method for documenting encounters with Place.

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“…It is not about abstraction, but is grounded in everyday embodied doings with young children and Derbarl Yerrigan. In this project, the doings involve walking, listening, dialoguing, (re)situating, and being open (Blaise et al, 2017; Blaise & Hamm, 2020). These doings inform how we encounter and respond during our walks with Derbarl Yerrigan and young children.…”

Section: Feminist Anti‐colonial Theoretical Framingsmentioning

confidence: 99%

Voicing Derbarl Yerrigan as a feminist anti‐colonial methodology

Wintoneak

Blaise

2021

River Research & Apps

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The paper voices Derbarl Yerrigan, a significant river in Western Australia, through three imperfect, non‐innocent, and necessary river‐child stories. These stories highlight the emergence of a feminist anti‐colonial methodology that is attentive to settler response‐abilities to Derbarl Yerrigan through situated, relational, active, and generative research methods. Voicing Derbarl Yerrigan influences the methodological practices used as part of an ongoing river‐child walking inquiry that is concerned with generating climate change pedagogies in response to the global climate crises and calls for new ways of thinking and producing knowledge. In particular, the authors found that voicing as a methodology includes listening and being responsive to Derbarl Yerrigan's invitations, paying attention to pastspresentsfutures, and forming attachments through naming. By telling lively settler river‐child stories, this paper shows how voicing Derbarl Yerrigan is vital to open new possibilities for education and has implications for settler‐colonial contexts, where the focus on learning shifts from learning about the world to learning to become with multispecies river worlds.

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Lively Emu dialogues: activating feminist common worlding pedagogies

Cited by 10 publications

References 32 publications

Learning to care for Dangaba

Learning to care for Dangaba

Beyond reflective practice: Blogging-with Place as a diffractive practice for (re)imagining place-based education

Voicing Derbarl Yerrigan as a feminist anti‐colonial methodology

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