Becoming Places: Experimenting with emergent walking arts-based practice as method for philosophical journeying:The poster is a Deleuzian rhizomatic journeying and encountering with, between and across knowledges, concepts, methodologies, and methods as entanglements of my thesis inquiry and (re)generative process to consider what does a thesis do, what does philosophy do and what does a teacher do

Abstract

The poster presentation draws on research and philosophy into contemporary process-orientated arts-based practice and outdoor learning with a focus on how these approaches are (s)places of emergent pedagogy that contribute to the increasing interest in walking-based education research methods and outdoor philosophical inquiry. The Art Earth Walk method has emerged through my background in Earth Education's 'Earth Walks' (Van Matre, 1990) as a sensory and immersive inquiry with ecosystems and habitats, alongside an experience of Shinrin-yoku (Li, 2018), with slow sensory creative inquiries nurturing wellbeing and nature-connection. The philosophical journeying (Styres, 2009) emerges from learning with Indigenous Knowledges and is entangled with a Deleuzian method driven approaches, as well as New Materialist perspectives in education, foregrounding that ’to think-with is to stay with the naturalcultural multispecies trouble on earth’ (Harway 2016, p.40) and that place-conscious land/art methods do embody eco-social justice practices for teachers. Pages from my own Art Earth Walk journaling will be shared, exemplified as ‘agential cuts’ (Barad,2007) and symbol conceptualisations (Yunkaporta, 2019) to explore ‘thinking’ and ‘storying’ of subjective experiential nature encounters through walking and arting. Sketch book pages included in the poster will also offer provocations into themes around becoming-places for futural surviva