VIRTUAL New Schools of Thought

Abstract

This paper explores the implementation of critical walking pedagogy in an undergraduate course to analyze local heritage landscapes through a decolonial lens. ​ By engaging students in walking tours, the course aimed to uncover hidden stories and challenge settler narratives. ​ The study draws on theoretical frameworks from mobilities scholarship and slow pedagogy, emphasizing the importance of presence, engagement, and observation in learning. ​ Using collaborative autoethnography, the research evaluated student reflections and creative projects, revealing themes of community connections, awareness of settler narratives, and decolonizing perspectives. ​ The findings suggest that walking as a pedagogical practice fosters social and emotional learning, enhances historical understanding, and supports the development of counter-narratives. ​ This approach offers educators a method to disrupt colonial power structures and contribute to the journey of reconciliation by truth-telling about Canada’s colonial history. ​ The study underscores the potential of walking methodologies to create more inclusive and critical educational experiences, promoting community collaboration and research mobilization. ​