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The outdoor classroom: place, process and provocations

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The outdoor classroom: place, process and provocations

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We'd love if you could share your thoughts on three aspects of walking: places you walk; the process of walking; and the possibilities of walking for education. Simply click the big + on the bottom right of the screen to add a comment or a picture near the appropriate themes of 'place', 'process' or 'provocation' ...

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Share a picture of a place where you walk that has some significance for you. Tell us something about the place and why it is special to you ...

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Write a sentence or two that expresses the significance of walking in your life ...

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In what ways can walking creatively disrupt education?

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These woods are nestled behind the graveyard on the Galway-Mayo border where my grandparents are buried. I never knew them but I feel that I have somehow developed a kind of relationship with them by walking here over the years ... It's also a landscape that has held extreme poverty and wealth over the centuries ... the paths themselves cross part of an estate for one of the wealthiest landowners in Ireland at one time but the land , although beautiful, was hard land to work being either boggy or rocky ... so when I walk through the beauty I also feel the hard labour of the many lying in the graveyard ... so, yeh, there's lots going on for me when I walk here ...

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Often when I am walking I feel like my body, mind and the social, natural world are most engaged with in conversation with each other ... not sure that makes sense but that's what I am thinking right now

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I'm not sure but I think there are lots of possibilities for disruption ... both as a really engaged form of reflective thinking for individuals but also as a space for getting into some critical discussion around real issues ... you can literally walk in and through the reality of social issues and themes outdoors that can seem too abstract on the page  or in the sheltered space of a classroom .. and walking also breaks down the ideas of the expert teacher at the top of the class … if you are studying history or social issues such as inequality, then walk and talk into the spaces of inequality around you …

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Although I grew up very close to this loch, I never really got to know, or walk it until my mum died, and I would go every week over the past 4 years with my dad. I think we've walked this one mile path over 400 times until he died at the start of lockdown in March. The walk gave us both peace, and a place just to be in the moment, while he slowly lost more of his memory due to his dementia. He wasn't worried about what he didn't know when walking and I wasn't anxious about his desire to always be on the move away from the constraints of the residential home. Walking became our freedom.

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For me, walking allows me to explore and push the boundaries of my thinking. The physical sense of space, the meandering, the twists and turns allow me to think and feel differently. When I combine the walking with dialogue with a close friend or a stranger, something new often emerges - a new perspective, an idea or maybe a confirmation that I'm not alone in thinking the way I do.

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...Opening Spotify...

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Listen to this episode from walking it on Spotify. Jerry, walking through the Devil's Glen in Wicklow, introduces an edited collection from the walks he has been on with five adult educator colleagues over the year 2019-20. Sinead, Fergal, Bríd, Conor and Camilla all reflect, as they walk, on the significance of walking in their lives.

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Feminists Walking the City: Revisiting sites of resistance in London and Portland - London Independent Film Festival 2017 Shorts

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“Women have served all these centuries as looking glasses possessing the magic and delicious power of reflecting the figure of man at twice its natural size.” - Virginia Woolf, 1929
From Portland's Walk of the Heroines to London's streets, Professor Maggie O'Neill invites academic and filmmaker Jan Haaken to reimagine a route from a place she calls home to a new place of belonging and to walk this route across a different geographical, cultural and visual landscape, in London.
Drawing on ideas about culture, memory and borders--how human migrations involve seeking out places of familiarity and recognition, the walk opens up a space for dialogue where embodied knowledge, experience and memories can be shared.
The Walk of the Heroines project re-traced in London's urban landscape tells us something about what a society really values and why there are so few monuments to our heroines.
Combining archival footage and walking methods, Feminists Walking In London, invites new forms of cinematic storytelling that adopt dialogical practices and encourage interplays between private and public memory, while also exploring the relations between history, belonging and lived experience.
This short documentary has been funded by The Leverhulme Trust Research Fellow Project: Methods on the Move: Experiencing and Imagining Borders, Risk & Belonging and is supported by the University of York and Portland State University.
American novelist Alice Walker is quoted on Portland's Walk of the Heroines hardscape--a quote that is as fitting for these London walkers as for those who travel the streets of Portland:
"Guided by my heritage of a love of beauty and respect for strength- in search of my mother's garden, I found my own." - Alice Walker, 1974

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Creative Bravery_Dialogue Cards - Square 2-merged

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P6/7 Learning Walks at Blackburn Primary School 

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P6/7 Learning Walks at Blackburn Primary School 

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P6/7 pupils took part in a learning walk within their school grounds a couple of weeks ago.  They discussed, with a partner, their best learning experience using this format:

Each person should speak for at least 5 minutes uninterrupted about their ‘best learning experience’

After each person has spoken take a moment in silence to notice where you are and if you are drawn to anything in your surroundings.

Finally, spend some time talking about what either of you found interesting. You can also take this opportunity to ask each other questions.

Create a piece of follow up work together inspired by your experience. You could create an artwork, build a model, make a video, write a story or  a song.  These are just suggestions, the possibilities are endless!

We had everything from ASMR recordings & football comedy films to remixes of the Super Mario theme tune & weekend art competitions.
We have now set the challenge for our pupils to complete the same activity after school somewhere in their community.
https://blogs.glowscotland.org.uk/wl/BlackburnPrimary/2020/09/28/p6-7-home-learning-learning-walk/

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Dialogue walk - Water of Leith & Inverleith Park

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Dialogue walk - Water of Leith & Inverleith Park

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I was asked to join Eileen for a dialogue walk. She reached out via twitter and I thought why not? I learnt that she lived really near me and during our walk I discovered we had lots in common. From childhood experiences, to our age, challenges in finding our tribe and for Eileen a community outside of work and for me a community inside of work. I’ve taken away that the impact of childhood experiences on our adult lives can not be underestimated, to reach out to others and build a community when you can and to not give up hope in terms of finding that special place whether it be inside work or out with this in your personal life. I enjoyed being in nature first thing in the morning even in the drizzle (bottom left) and the openness of the landscape spoke to me as we opened up our dialogue. I took the picture of the water fountain standing stone mid week through the walk. It look natural but it wasn’t, kind of out of place really a bit like me at work. We noticed the hammer as we walked and we wondered how it got there, who had been using it and wasn’t it shame that it had ended up lost and unused. At the end (top left) I took the same picture from the opposite direction and being under the bridge made me feel closed on. I was sad for the time to end (the hour flew by). Until the next time Eileen, thanks for your invitation. Marie

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Dialogue Walk #2 - Jane, Matthew & Marie 

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Dialogue Walk #2 - Jane, Matthew & Marie 

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Them was authenticity. Takeaways are:
1) Do you need to know who you are, what you are about, what’s important to you and what you are willing to compromise before you can be authentic?
2) Should authentic leadership be renamed vulnerability leaders (doesn’t quite have the same ring but you get my drift).
3) Does vulnerability lead to tolerance?
4) Do people hold back their authentic self at work for fear of their job and the reliance on financial security?
5) Are we like diamonds, the same inside but different on the outside depending on the environment?
6) Should organisations ask potential employees what’s important to them during the selection process or at the start of their employment. Note TEDx Glasgow talk by Jason Leitch https://youtu.be/H_Z1ZvjlKDE