| Title: |
Joining with Land-as-Teacher Approaches in English Education |
| Language: |
English |
| Authors: |
Sally A. Lamping (ORCID 0000-0002-9496-039X); Tamara Reads (ORCID 0000-0002-3002-0788) |
| Source: |
Changing English: Studies in Culture and Education. 2026 33(1):58-70. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
13 |
| Publication Date: |
2026 |
| Document Type: |
Journal Articles; Reports - Evaluative |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Preservice Teacher Education; Foreign Countries; Indigenous Knowledge; Place Based Education; Indigenous Populations; English Instruction; English Teachers; Curriculum Development; Educational Change |
| Geographic Terms: |
Australia |
| DOI: |
10.1080/1358684X.2025.2541746 |
| ISSN: |
1358-684X; 1469-3585 |
| Abstract: |
In this article, we join with ancient pedagogies that centre land-as-teacher to examine how this approach can be embedded in English education contexts. Through this exploration, we reconnect with teacher-as-learner, exploring the ways land-as-first teacher can intertwine with English pedagogies and texts to invite co-learning and co-negotiation with students. We argue that this work exposes areas of dissonance while simultaneously offering the subject as a place where creative reimagining is still possible. Working within an Initial English Teacher Education (IETE) curriculum, we outline reflective examples of how land can be centred in the subject area, affording further opportunities for all of us to make space for frustration, silence, joy, and playfulness in learning and teaching. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1500844 |
| Database: |
ERIC |