Abstract
This article traverses the confluence of ecopedagogies and river ecologies, employing a unique methodological approach that intertwines canoeing with academic inquiry to explore riverscape learning and its potential for becoming ecoliterate with the river. Drawing on wild pedagogies and outdoor education expertise alongside feminist new materialist eco-thinking, the text explores themes of environmental education, critical pedagogy, ecofeminism and place-based learning by playing with river-writing as an ecopedagogical methodological experiment. River-writing as ecopedagogy is responsive to the complexities of ecological systems and the challenges posed by the climate crisis. By engaging with the material and metaphorical currents of rivers, the text underscores the importance of experiential learning and the potential of natural landscapes as educational spaces that can inspire critical reflection, environmental stewardship and a deeper connection with the more-than-human world. The integration of theoretical perspectives from environmental philosophy and the practical insights gained from canoeing provide a rich narrative that contributes to the evolving discourse on ecopedagogies, offering insights for educators, environmentalists, researchers and policy-makers interested in advancing sustainable and inclusive educational practices.
Published Version
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