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"Meandering into Meaning: A teacher's reflection on the pedagogy of wandering"

Resource type
Thesis type
(Thesis) M.A.
Date created
I began going for a series of walks during my Arts Education Master’s program that permanently changed my view of the act. I came to see this type of reflective walking as Wandering, which I define as walking that becomes pedagogical in its imaginative call to slowness and reflection. Much of learning seems to be conducted as a hurried affair. This timed approach to learning, and the stresses it brings, is what brought me to the autobiographical examination of the possibilities of wandering as reflection. I begin with a look at historical connections between walking and thinking. I then discuss my modes of inquiry: narrative, poetic and performative. Next is an embodied textual wandering that places the reader on the journey with me, followed by a conclusion and a look at the texts that inform my perspective as an appendix.
Copyright statement
Copyright is held by the author.
This thesis may be printed or downloaded for non-commercial research and scholarly purposes.
Scholarly level
Supervisor or Senior Supervisor
Thesis advisor: Fels, Lynn
Member of collection
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etd9465_TRutherford.pdf 1.64 MB

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