Bodied Curriculum: A Rhizomean Landscape of Possibility

• Main Author: Rotas, Nikki
• Other Authors: Springgay, Stephanie
• Language: en_ca
• Published: 2012
• Subjects: community; currere; ecology; elementary education; embodiment; ethics; experiential learning; garden; holistic; lived experience; narrative inquiry; relationality; 0515
• Online Access: http://hdl.handle.net/1807/32508

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.