Abstract
Bringing frictions to children's visits to a forest in British Columbia (BC) as possibilities for ‘common worlds pedagogies’, this article proceeds by troubling forest colonialisms, untangling forest histories and trajectories, attending to more-than-human elements of the forest, and inhabiting the forest with children. The article engages with the kinds of questions, wonderings, uncertainties, and possibilities that emerge when forest pedagogies become part of common worlds – in other words, when forests are understood as entangled natureculture spaces in which children, early childhood educators, and the forests themselves shape each other.
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