ABSTRACT
This chapter describes a collaborative action research project involving newcomer and Canadian-born multilingual students at the elementary level, in work to promote equity and inclusion for children from immigrant and refugee backgrounds. Incorporating funds of knowledge from the community and families of the students, the author describes collaborative work creating a school garden and a short film documenting that process. From a new materialist perspective, the chapter describes how educators can assemble new materialist and relational pedagogies in and out of school spaces to connect language and literacy teaching and learning with the transformations brought about by engagements with environmental change and human migration.
