In following children’s place relations, our research takes us beyond exclusively human, cultural or social framings. It draws upon frameworks and methodologies that acknowledge place as lively and generative and acknowledges children’s place relations as mutually formative and significant to a sense of belonging. These include Indigenous cosmologies of place, or geo-ontologies; more than human geographies of place; place as an assemblage of heterogeneous human and nonhuman actors, entities and forces; place as an inherently pedagogical contact zone; and the affect of place. Much of this research is conducted with the legacies of colonisation and anthropogenic environmental damage in mind. It seeks new ways of exploring the co-constitutive nature of children’s place relations and of promoting an ethics of place relations.
MICROBLOGS
- How might commoning create conditions for different forms of care?
- How does grappling with ongoing inheritances co-create liveable futures? 
- How might ‘pausing’ as a pedagogical strategy cultivate everyday collective worlding practice/s?
- What if world politicians knew as much as children about ‘common worlding’ in the Anthropocene?
- How could sympogogy help mobilize the educative praxis of learning-with the world?
- What impressions do river rocks make?
- How to notice the potholes without falling into them?
- How can the act of removing shoes open us to a practice of nourishment?
- How might the openings proposed by an event be sustained as a way of inhabiting possibility for difference?
- How might otherwise food pedagogies endure hyper sanitization and fear of contamination in viral times?
PROJECTS
