Half-Baked and Muddling Through

This chapter is a collective inquiry of four academics (one professor and three PhD students), who spent the first 16 months of the COVID-19 pandemic asking “What does learning do?” Three of us spent a six-month period, beginning in January 2021, developing and facilitating a PhD course to apply the tools of world building (Pendleton-Jullian & Brown, 2018a, 2018b). First, we offer some background on our approach to critical collaborative autoethnography. The majority of this chapter is devoted to our written and spoken discussions of our collective journey facilitating world building. We conclude by positing—in the model of Deleuze and Guattari’s (1986) minor language—world building as a minor pedagogy with the potential to deterritorialize learning.