Provoking Decolonizing Pedagogies of Place

This chapter explores place as a pedagogical provocation. It inquires into the responsibilities that arise when child care centres are located on the unceded, traditional, ancestral homelands of the hən̓q̓əmin̓əm̓ speaking xʷməθkʷəy̓əm (Musqueam) people. The pedagogical practices are complicated by the context: the land, the forest, and the surrounding communities, where ideas, theories, policies, activism, humans, other-than-human, and forces such as weather continuously intermingle to challenge educators to question their relations with place. The chapter weaves together stories of place and time with a focus on a group of educators’ and pedagogues’ attempts to decolonize their understanding of place. Additionally, the chapter relates stories about desired paths and other pedagogical possibilities created when the child care programmes occurred primarily outdoors.