Abstract
This article stems from our participation in the Wild Pedagogies colloquium on Tasmania’s Franklin River in December 2017. The two authors embarked on the 10-day rafting trip with a group of nine other educators and academics from Australia, Canada and England, engaging in extensive conversations about wild pedagogy principles in education. Conceived and developed by some of the Franklin river participants on earlier colloquiums in North America and Scotland, wild pedagogy thinking and practice is constituted by six key touchstones, including: (1) agency and the role of nature as co-teacher; (2) wildness and challenging ideas of control; (3) complexity, the unknown, and spontaneity; (4) locating the wild; (5) time and practice; and (6) cultural change. The touchstones framed our group’s discussions pre-, during and post-colloquium. Drawing on the colloquium’s conversations and engaging with a number of the main touchstone ideas post-colloquium, in this paper the teacher educator authors use two distinct case studies (regional and online contexts) to locate the wild within their initial teacher education practice. They do this by initially making links between current teacher education practice and the touchstone ideas, before re-engaging with the touchstones to collaboratively envisage future wilding possibilities. In conclusion the authors advance the touchstone ideas as particularly relevant to those teacher educators seeking to wild their teaching practice in challenging times.
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Green, M., Dyment, J. Wilding pedagogy in an unexpected landscape: reflections and possibilities in initial teacher education. Journal of Outdoor and Environmental Education 21, 277–292 (2018). https://doi.org/10.1007/s42322-018-0024-7
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DOI: https://doi.org/10.1007/s42322-018-0024-7