Abstract
The touchstones presented in this chapter are intended to help sustain the work of wild pedagogues. They stand as reminders of what educators are trying to do. And they challenge us to continue the work. These touchstones are offered to all educators who are ready to expand their horizons, and are curious about the potential of wild pedagogies. The touchstones can become points of departure and places to return to. It is suggested that they be read, responded to, and revised as part of an evolving, vital, situated, and lived practice. As such, these initial touchstones are not intended to be dogmatic, but simply a best gathering of ideas and practices at this time. These preliminary touchstones are, thus, intended to assist educators in practicing wild pedagogies.
The Crex Crex Collective includes: Hebrides, I., Independent Scholar; Ramsey Affifi, University of Edinburgh; Sean Blenkinsop, Simon Fraser University; Hans Gelter, Guide Natura & Luleå, University of Technology; Douglas Gilbert, Trees for Life; Joyce Gilbert, Trees for Life; Ruth Irwin, Independent Scholar; Aage Jensen, Nord University; Bob Jickling, Lakehead University; Polly Knowlton Cockett, University of Calgary; Marcus Morse, La Trobe University; Michael De Danann Sitka-Sage, Simon Fraser University; Stephen Sterling, University of Plymouth; Nora Timmerman, Northern Arizona University; and Andrea Welz, Sault College.
Sean Blenkinsop (sblenkin@sfu.ca) is the corresponding author.
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Notes
- 1.
Noel Gough, “Towards Deconstructive Nonalignment: A Complexivist View of Curriculum, Teaching and Learning,” South African Journal of Higher Education 27, no. 5 (2013): 1220.
- 2.
Arne Næss with Bob Jickling, “Deep Ecology and Education: A Conversation with Arne Næss,” Canadian Journal of Environmental Education 5 (2000): 54.
- 3.
Michael Derby, Laura Piersol, and Sean Blenkinsop, “Refusing to Settle for Pigeons and Parks: Urban Environmental Education in the Age of Neoliberalism,” Environmental Education Research 21, no. 3 (2015): 378–389.
- 4.
Sean Blenkinsop, Ramsey Affifi, Laura Piersol, and Michael Derby, “Shut-up and Listen: Implications and Possibilities of Albert Memmi’s Characteristics of Colonization Upon the ‘Natural World,’” Studies in Philosophy and Education 36, no. 3 (2017): 348–365.
- 5.
Martin Buber, “Education,” In Between Man and Man, trans. Reginald Smith (New York: Routledge, 2002): 98–123.
References
Bissell, N. Slate, Sea and Sky: A Journey from Glasgow to the Isle of Luing. New ed. Edinburgh: Luath Press, 2015.
Blenkinsop, S., R. Affifi, L. Piersol, and M. Derby. “Shut-up and Listen: Implications and Possibilities of Albert Memmi’s Characteristics of Colonization Upon the ‘Natural World.’” Studies in Philosophy and Education 36, no. 3 (2017): 348–365.
Buber, M. “Education.” In Between Man and Man, trans. Reginald Smith, 98–123. New York: Routledge, 2002.
Derby, M., L. Piersol, and S. Blenkinsop. “Refusing to Settle for Pigeons and Parks: Urban Environmental Education in the Age of Neoliberalism.” Environmental Education Research 21, no. 3 (2015): 378–389.
Gough, N. “Towards Deconstructive Nonalignment: A Complexivist View of Curriculum, Teaching and Learning.” South African Journal of Higher Education 27, no. 5 (2013): 1213–1233.
Næss, A., and B. Jickling. “Deep Ecology and Education: A Conversation with Arne Næss.” Canadian Journal of Environmental Education 5 (2000): 48–62.
Acknowledgements
Crex crex is the taxonomical name given to the Corncrake. We have chosen this bird to represent our collective because it was an important collaborator in this project and because its onomatopoeic name beautifully mirrors its call—a raspy crex crex. For some reason, it chooses to fly over England and breeds in Scotland and Ireland. Presumably this is due to loss of habitat in modern England, but perhaps these birds sense some epicenter of empire there? Who is to know?
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The Crex Crex Collective., Blenkinsop, S. (2018). Six Touchstones for Wild Pedagogies in Practice. In: Jickling, B., Blenkinsop, S., Timmerman, N., De Danann Sitka-Sage, M. (eds) Wild Pedagogies. Palgrave Studies in Educational Futures. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-90176-3_5
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