Walking Methodologies With/in Teacher Education

• In Event: Moscone Center North Roundtable Session 1
  In Roundtable Session: Material, Matter, and Movement

Abstract

This essay begins with the limitations of reflection as a practice in teacher education practitioner research. We wonder about the confines of a reflective practice that is solitary, ahistorical, and written in a particular academic register with an audience of one in mind. Instead, we explore the potential of walking methodologies as critical praxes with a group of pre-service educators. To do so we take a walk that is collective and focused on the way history is entangled with the students’ multi-modal responses to this experience. We argue that walking as reflective praxis produced different possibilities in the space of teacher education.

Authors

• Asilia K Franklin-Phipps, SUNY New Paltz

• Tristan Gleason, Moravian College