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This book considers the generative tension between the materiality and virtuality of walking methodologies in a/r/tography and arts-based educational research. It explores the materiality of practice—manifestations, manipulations, residues, and traces of both real and imagined experiences and events. Authors present artistic representations, renderings, artifacts, and documentations that allow for various forms of return and re-visitation of places/spaces and temporal moments. The book also investigates the digital and virtual, including video, images, media work, and emergent technologies that allow one to literally, metaphorically, affectively, and conceptually go somewhere that might be previously impossible to reach. Authors consider curricular and pedagogical implications of digital/virtual walking in relation to desire, agency, autonomy, freedom, and other issues around ethics.The book brings together entanglements of the corporeal and incorporeal, addressing thequestions: How does the (im)materiality of bodies/characters-in-motion in a/r/tographic practices shape understandings of place, space, and the self-in-relation? How do issues and particularities come to matter through one's entanglements with(in) the (in)corporeal?

This unique collection of essays from emerging and established curriculum theory scholars documents individuals'personal encounters and lingering interactions with Ted T. Aoki and his scholarship. The work illuminates the impact of Aoki's lifework both theoretically and experientially.Featuring many of the field's top scholars, the text reveals Aoki's historical legacy and the contemporary significance of his work for educational research and practice. The influence of Aoki's ideas, pedagogy, and philosophy on lived curriculum is vibrantly examined. Themes include tensionality, multiplicity, and bridging of difference. Ultimately, the text celebrates an Aokian'way of being'whilst engaging a diversity of perspectives, knowledges, and philosophies in education to reflect on the contribution of his work and its continual enrichment of curriculum scholarship today. This text will benefit researchers, academics, and educators with an interest in curriculum studies, educational research, teacher education, and the philosophy of education more broadly. Those specifically interested in international and comparative education, as well as interdisciplinary approaches – which include perspectives in arts, language and literacy, sciences, technology, and higher education curriculum – will also benefit from this book.

This book examines storymaking processes in K-8 classrooms from a social-semiotic perspective that highlights how participants'discourse influences story construction and interpretation. It is unique in that it invites the reader to actively engage in the analysis of classroom discourse and to consider issues related to storymaking in specific classrooms. Examples of theory in action illustrate important issues regarding text selection and the roles of teachers and students in affecting meaning-making processes. An excellent text for upper-level and graduate courses in language, literacy, and literature education, Storymaking in Elementary and Middle School Classrooms includes: • Transcripts of teacher-student-text discourse in kindergarten, and second-, fifth-, seventh-, and eighth-grade classrooms. • Helpful overviews at the beginning of each chapter. • Theory-into-practice sections at the end of each chapter that pose issues to think about related to classroom practice. • A separate chapter on translating theory into practice in the classroom, with practical suggestions.