ABSTRACT
In this chapter primary teacher educators propose a metaphor of the curriculum as a ‘vortex’ with flow and momentum, a vision which energises student teachers as curriculum makers and positions curriculum making as a narrative of a journey to enrich relationships with the natural world. The authors mediated fieldwork experiences that enabled student primary teachers to uncover their sense of wonder and awe in the landscape and to then embody this within their own geography and science practice in local school grounds. Grounded in a slow eco-pedagogy, learners were encouraged to pause, attend and get to know a range of environments. Storied encounters with nature inspired both students and children to (re)imagine new relationships with places through elements of play and eco-imaginative exploration. The authors conclude that sensory and immersive experiences promote deep and meaningful learning opportunities that strengthen mindfulness, bonds with the natural world and essential competences in Education for Sustainable Development.
