ABSTRACT
In the context of a summer writing institute in a public park, the authors of this chapter, and co-instructors of the course, explore critical place inquiry (Tuck et al., 2014; Tuck & McKenzie, 2015) as pedagogical methodology in a study of becoming writers and teachers of writing. They describe how exploring and writing place from Indigenous, socio-political, historical, ecological, and well-being perspectives produced new writing practices, pedagogies, and “relations of place” (Styres, 2017) which animate and inspire the writing of this chapter – a composition of tentative assemblages of new and found poetry, prose, stories, questions, wonderings, and wanderings.
