Walking: a quiet participation in place

Markle, Josh; Pelech, Sharon

Walking: a quiet participation in place

dc.contributor.author	Markle, Josh
dc.contributor.author	Pelech, Sharon
dc.date.accessioned	2024-02-15T20:06:51Z
dc.date.available	2024-02-15T20:06:51Z
dc.date.issued	2021
dc.description	Open access article. Creative Commons Attribution-ShareAlike 2.5 Canada license (CC BY-SA 2.5 CA DEED) applies
dc.description.abstract	We reflect on experiences we have had working, living and walking alongside our students. We interpret these experiences to reveal the silences at play as we walk stories into being together and attune ourselves to the places we both create and inhabit. We ground our exploration of the connection between walking and curriculum in life writing and literary métissage (Hasebe-Ludt et al., 2009). Throughout, we draw inspiration from Abram (1996) to explore the notion of walking as quiet participation, which we characterize as a bodily attunement toward each other and the more-than-human world, and we point to its possibilities for how we work and live alongside one another.
dc.description.peer-review	Yes
dc.identifier.citation	Markle, J., & Pelech, S. (2021). Walking: A quiet participation in place. Journal of the Canadian Association for Curriculum Studies, 18(2), 179-191. https://doi.org/10.25071/1916-4467.40602
dc.identifier.uri	https://hdl.handle.net/10133/6692
dc.language.iso	en
dc.publisher	Canadian Association for Curriculum Studies
dc.publisher.faculty	Education
dc.publisher.institution	University of Calgary
dc.publisher.institution	University of Lethbridge
dc.publisher.url	https://doi.org/10.25071/1916-4467.40602
dc.subject	Walking
dc.subject	Métissage
dc.subject	Hermeneutics
dc.subject	Place
dc.subject	Quiet participation
dc.subject.lcsh	Walking--Health aspects
dc.subject.lcsh	Walking--Social aspects
dc.title	Walking: a quiet participation in place
dc.type	Article