Undergoing a self-study using the method of currere (Pinar, 1976), I examine my own learning as holistic, embodied, and relational in the context of my mother’s garden. Specifically, I explore my mother’s garden as a site of relational learning that intersects with various classrooms that feature in my educational experiences. The garden and the classroom intersect with/in one curricular landscape, where self and other engage in an embodied process fostering connections and knowledges about each other and place. In bringing forth my narrative through currere, I engage in reflective and reflexive praxis through journal writing, poetry, meditation, and photographic collage. Using these forms of expression, I reflect upon my experiential learning process, analyze issues and concepts related to the body-in-movement, as well as focus on community connections and ecology-based learning as pedagogical praxis.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/32508 |
| Date | 24 July 2012 |
| Creators | Rotas, Nikki |
| Contributors | Springgay, Stephanie |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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