Open AccessThe Noise of Walking
Author(s) -
Twyla Salm,
Lace Marie Brogden
Publication year - 2021
Publication title -
journal of the canadian association for curriculum studies
Language(s) - English
Resource type - Journals
ISSN - 1916-4467
DOI - 10.25071/1916-4467.40613
Subject(s) - ableism , sociology , curriculum , active listening , acknowledgement , honour , diversity (politics) , critical theory , disability studies , aesthetics , pedagogy , epistemology , gender studies , computer science , communication , history , anthropology , archaeology , philosophy , computer security
Walking pedagogies provide opportunities for embracing diversity, at the same time that they honour a relationship with the Earth. As such, they can be used to encourage learners and curriculum makers to attune to their surroundings. Walking and writing together, though from disparate geographical locations, we provoke critical reflections on ableism through walking pedagogies. Inspired by our surroundings, we explicate and query curriculum experiences and the pedagogical reflections that accompany them/us, holding space for (dis)abilities. Co-constructed poetries frame our autoethnographic engagements with theory and practice. We offer two ways walking pedagogies may be engaged to disrupt ableism: walking to “disorient the norm” (Parrey, 2020) in the first instance, and moving as listening in the second. Through these disruptions to ableist discourses, we attend to ongoing circumstances of curriculum-making, attuning to the noise of walking in nature, where some have unrestricted access, some have partial access and some have no access at all.