ABSTRACT
This chapter focuses on two research-creation walking projects in school contexts. The first is a project that investigates student reflections and inversions into the Canadian landscape. The second uses narrative cartographies to consider more-than-human rhetorics in literacy education. Walking and education are intimately connected. Walking is often used to move student bodies away from desk-centred learning. While the school community is adjacent to the Don River, and easily accessible via different walking paths and routes, most of the students and their families did not make use of these parklands on a regular basis. The artist-residency unfolded over a month-long period with Hannah Jickling and Helen Reed working in the grade three and grade six classrooms separately for a half-day each. Landscape art conventionally functions to bring students into contact with 'nature'. In schools this is typically done by looking at landscape art in the classroom often in a similar style as the celebrated and quintessential national artists.
