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Walking to Where the Grid Breaks Up: Accessing the Aesthetic

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We share a curriculum inquiry in which four postsecondary students were invited to consider in daily walking practices the ways in which they are one with Mother Earth. The students took photos and wrote about their experience. This chapter shares the ways that walking provoked broader modes of an ecological and transnational curriculum study, one that ignites the complex and uncanny connections between walking in particular places and feeling the echo of a certain unity of self.

Keywords: a/r/tography ; aesthetic ; clouds ; curriculum ; indeterminate ; into the void ; listening for life-flow ; mapping ; points of departure ; relational responsibility

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Walking to Where the Grid Breaks Up: Accessing the Aesthetic
Intellect , 99 (2024); https://doi.org/10.1386/9781789389197_7
/content/books/9781789389197.c05
/content/books/9781789389197.c05
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  2. Careri, F. (2017). Walkscapes: Walking as an aesthetic practice (2nd ed.). Culicidae Architectural Press.
  3. Curtin, B. (2002). A theory of /cloud/. InVisible culture: An electronic journal for visual culture. https://ivc.lib.rochester.edu/a-theory-of-cloud/117
  4. Damisch, H. (2002). A theory of /cloud/: Towards a history of painting (J. Lloyd, Trans.). Stanford University Press.
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  6. Ellsworth, E. (2005). Places of learning: Media, architecture, pedagogy. Routledge.
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  7. Ellsworth, E., & Kruse, J. (2011). Inhabiting porosity. Wordpress blog post 01.06.2011, Friends of the Pleistocene Founded in 002010. https://fopnews.wordpress.com/2017/11/06/porosity/
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     [Google Scholar]
  9. Jacobus, M. (2006). Cloud studies: The visible invisible. Gramma: Journal of Theory and Criticism, 14 , 219–247.
     [Google Scholar]
  10. Koops, S. (2011). Treaty Walks. http://treatywalks.blogspot.com
  11. Koops, S. (2019). A1. As long as the grass grows: Walking, writing, and singing treaty education. In E. Hasbe-Ludt & C. Leggo (Eds.), Canadian curriculum studies: A metissage of inspiration/imagination/interconnection (pp. 2–10). Canadian Scholar's Press.
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  12. Massumi, B. (2002). Parables for the virtual: Movement, affect, sensation. Duke University Press.
     [Google Scholar]
  13. Massumi, B. (2008). The thinking-feeling of what happens: A semblance of a conversation. Inflexions 1.1 How is Research-Creation, May, www.inflexions.org
  14. Morton, T. (2013). Realist magic: Objects, ontology, causality. Open Humanities Press.
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  15. Morton, T. (2019). Being ecological. MIT Press.
    [Google Scholar]
  16. O'Sullivan, S. (2001). The aesthetics of affect: Thinking art beyond representation. Angelaki: Journal of the Theoretical Humanities, 6 (3), 125–135.
     [Google Scholar]
  17. Peters, J. D. (2015). The marvelous clouds: Toward a philosophy of elemental media. University of Chicago Press.
     [Google Scholar]
  18. Pinar, W. F. (1975). The method of currere. American Educational Research Association.
     [Google Scholar]
  19. Robbins, C. (2002). Surface. The Chicago school of media theory: Theorizing media since 2003. https://lucian.uchicago.edu/blogs/mediatheory/keywords/surface/
  20. Springgay, S. , Irwin, R. L. , & Wilson Kind, S. (2005). A/r/tography as living inquiry through art and text. Qualitative Inquiry, 11 , 897–912.
     [Google Scholar]
  21. Triggs, V. (2020). Thinking pedagogy for places of the relational now. Oxford Research Encyclopedia. https://doi.org/10.1093/acrefore/9780190264093.013.1422
    [Google Scholar]
  22. Triggs, V. , Irwin, R. L. , & O'Donoghue, D. (2014). Following a/r/tography in practice: From possibility to potential. In K. Miraglia & C. Smilan (Eds.), Inquiry in action: Research methodologies in art education (pp. 253–264). NAEA.
     [Google Scholar]
  23. West, D. (2010). Continental philosophy. Polity Press.118
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