ABSTRACT
Different styles of maps can influence how space and place are engaged. Grid maps commonly provide a scientific, universal and technological sensibility of space, where story maps can provide bodied, localized, and affective understandings of place. Through interdisciplinary inquiry, a poor curriculum of space in an urban setting is presented to investigate how curricular theory might attune to sacred ecological insights and relationality, and present possibilities for aliveness. Through personal narrative, this chapter first reflects on teaching and learning in outdoor settings when guided by notions of adventure and challenge to explicate how specific relations—in this case linear and colonial—with space might arise. This is followed by the sharing of a transformative journey with Indigenous wisdom teachings as a process of unlearning and reimagining place relations. As an endeavour to engage teachings and experience the urban world as a practice of wayfinding, textual and visual story maps are shared to help envision how we might teach, learn, and experience in ways that support the continuation of life.
