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Wayfaring : a guiding concept in teaching, learning, and living Wotherspoon, Megan S.
Abstract
Ingold (2009) uses the term wayfaring to illustrate the embodied experience of movement. This paper explores wayfaring as a guiding concept to inform beliefs and values about teaching and learning, paralleling the lived experience of thru-hiking the Pacific Crest Trail (PCT). This trail is a 4265 km mountain footpath stretching from the Canadian-US border to the US-Mexican border. Walking brings us “‘in’ the world, integrating body and space coextensively” (Springgay & Truman, 2017, p. 30). Using the guiding concept of wayfaring, I discovered points of learning and transformation through my hiking experience and applied them to pedagogic discourse. I captured data phenomenological through journals, voice recordings, and photographs, and I integrated recollections, memories, and contemplative photography into my writing through narrative and a/r/tography. I used Ingold’s (2009, 2011) idea of wayfaring as a guiding concept to place my beliefs about curriculum and pedagogy. This self-study, based in interpretivist and ecological research paradigms, adds to the body of knowledge of many ways of knowing, transformative pedagogy and human ecology, where the aim is for people to live optimal and sustainable lives while honouring multiplicity and interrelatedness (Peterat, 2008). In transformative pedagogy, our first step is to begin with self –if we are not first transformed, then we cannot ask others to be. Personal transformation is one of my goals as a teacher and as a wayfarer journeying through lived experience.
Item Metadata
| Title |
Wayfaring : a guiding concept in teaching, learning, and living
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| Creator | |
| Date Issued |
2018-04
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| Description |
Ingold (2009) uses the term wayfaring to illustrate the embodied experience of movement. This paper explores wayfaring as a guiding concept to inform beliefs and values about teaching and learning, paralleling the lived experience of thru-hiking the Pacific Crest Trail (PCT). This trail is a 4265 km mountain footpath stretching from the Canadian-US border to the US-Mexican border. Walking brings us “‘in’ the world, integrating body and space coextensively” (Springgay & Truman, 2017, p. 30). Using the guiding concept of wayfaring, I discovered points of learning and transformation through my hiking experience and applied them to pedagogic discourse. I captured data phenomenological through journals, voice recordings, and photographs, and I integrated recollections, memories, and contemplative photography into my writing through narrative and a/r/tography. I used Ingold’s (2009, 2011) idea of wayfaring as a guiding concept to place my beliefs about curriculum and pedagogy. This self-study, based in interpretivist and ecological research paradigms, adds to the body of knowledge of many ways of knowing, transformative pedagogy and human ecology, where the aim is for people to live optimal and sustainable lives while honouring multiplicity and interrelatedness (Peterat, 2008). In transformative pedagogy, our first step is to begin with self –if we are not first transformed, then we cannot ask others to be. Personal transformation is one of my goals as a teacher and as a wayfarer journeying through lived experience.
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| Subject | |
| Genre | |
| Type | |
| Language |
eng
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| Series | |
| Date Available |
2023-11-16
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| Provider |
Vancouver : University of British Columbia Library
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| Rights |
Attribution-NonCommercial-NoDerivatives 4.0 International
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| DOI |
10.14288/1.0437777
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| URI | |
| Affiliation | |
| Peer Review Status |
Unreviewed
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| Scholarly Level |
Graduate
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| Rights URI | |
| Aggregated Source Repository |
DSpace
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Rights
Attribution-NonCommercial-NoDerivatives 4.0 International