Category Archives: How do we move well together with/in the yard?

How Noticing Becomes an Act of Reflection and Care

Maria Wysocki with Nicole Land

It has been quite a journey to observe and live with the children the relational ways that ‘masteries’ and ‘ownership’ come to happen with the yard, as we study its dynamic of movement and life collectively. We move and we notice, and vice-versa, in this environment that offers endless experiential moments in which we enlarge our understanding of who we are, how we move, and what disrupts our movements, shaping our experiences and understandings on intrinsic human – nature relations and dependencies.

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Grieving Cut Trees

Nicole Land thinking with Maria Wysocki, Selena Ha, Andrea Thomas, and Alicja Frankowski

Recently, there was a significant cutting of trees in the yard. Some of the trees we have thought very carefully with were removed.

As I was thinking about our relations to trees, I was reminded of Natasha Myers’ work. I’ve attached one very short article by her, called. For Myers (2017), “gardens are sites where it is possible to get a feel for the momentum that propels people to involve themselves with plants” (p. 297). She speaks about the human-centred ways we currently have of thinking about gardens: humans plan, design, and care for gardens; they are the master and primary care-er *for* a garden. Myers links that to the Anthropocene, which connects to our conversations about stewardship, as the talks about this assumption that humans can solve human-created problems by finding better fixes and pre-empting anticipated plant catastrophes (I’m thinking about the trees Andrea described getting cut down along her street in the name of preventing a parasite they didn’t even yet have).

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What We Can and Cannot Notice

Nicole Land thinking with Maria Wysocki, Selena Ha, Andrea Thomas, and Alicja Frankowski

I’ve been thinking about what we can notice and what we cannot notice when we think with moving: in the yard, whose movements are acceptable or enjoyable or agreeable and whose movements are not? I am thinking about how our inherited ways of knowing movement call us to pay attention to certain movements. I’d suggest that we are taught to pay attention primarily to human movements and then also to particular sanctioned kinds of human movements (developmental skills, gross motor skills). I am thinking too about all of the movements in the yard that are part of living well together in the yard, but that we don’t often notice or sometimes we work not to notice. Like how we don’t often attune to rat movements or only get to know rat movements in certain ways (like dead rat bodies), but also other movements: tree movements, bark moving, snail moving. It’s harder to notice these movements. Thinking about our intentions to want to create conditions where we have to actually think about moving, I’d suggest that paying attention to these kinds of movements requires more work; we have to change how our own bodies move and shift how and what we notice. I think that this connects to thinking about getting to know moving in a particular place: how does a place (the yard) shape how moving happens? How do the conditions of the yard shape how we can notice moving? And the flip side of that question – how do the ways we notice moving shape how we create conditions for moving in the yard? 

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Moving with Living and Dying

Nicole Land thinking with Maria Wysocki, Selena Ha, Andrea Thomas, and Alicja Frankowski

We’ve been thinking about rats and understanding the yard as a complex, lively, more-than-human world since yesterday – and this question of responding well, or moving well with, the common worlds of the playground; living with rats and bugs and the yard vs inheritances that tell us we need to control or manage the yard. There are, in this urban place, rats, chipmunks, racoons, bugs, and slugs. I’ve been thinking about this alongside our intentions to want to unsettle practices of ownership or commodification (and concurrent relations of comparison, status, competition). Why, and how, do we invent relations with the yard with children beyond ownership and property? What happens when we refuse to see the yard and its inhabitants, including critters and materials, as things we can control and own and occupy? How do we notice and respond with the yard without centering our inherited ideas of human exceptionalism and mastery and control? 

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Figuring out how to Move Together

Nicole Land thinking with Maria Wysocki, Selena Ha, Andrea Thomas, and Alicja Frankowski

Maria shared a reflection about interrupting the children pulling paper out from the fence to ask the children WHY we might want to do this. This moment makes me think so much about the question of being thoughtful and intentional in moving: why are we moving the way we are? Why are we making the movement choices (and border choices) we are making? What in this place pulls our bodies to move in particular ways and not in others?

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Response-Ability and Sticking with Paper Borders

Nicole Land thinking with Maria Wysocki, Selena Ha, Andrea Thomas, and Alicja Frankowski

Today we continued to think together with the children about making borders obvious in the yard by attaching a large sheet of white paper to the fence bordering the yard – fences that we rarely notice. I thought that it was quite challenging how we forced ourselves and the children to stick with the paper after an initial flurry of destruction and over the fence that took place when the children first meet the paper at the fence. There’s something to keeping the paper visible, having to work hard to think at what this material can do with the fence after our initial first reactions with it – and, in noticing how we and the children are and are not interested, do and do not notice, the paper when it is no longer novel or easily disposable. The paper, in a way, creates an interesting problem with the fence: both the fence and the paper become less-noticed, more easily ignored, while at the same time they pose a problem through their existence – we have to do something with the paper and the fence. They’re part of how we move and form relations in the place in this moment; they’re both still here, even if we ignore them. 

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‘Doing’ Borders Together?

Nicole Land thinking with Maria Wysocki, Selena Ha, Andrea Thomas, and Alicja Frankowski

We’ve been thinking with the idea of bordermaking, and how our bordermaking practices create certain possibilities for being and moving together in the sand (and beyond): how do we do borders? Why do we make borders? What do our borders create or shut down? How do we practice borders? Why? With what materials, ideas, intentions? How do the borders we make shape how we move together?

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Noticing Borders Otherwise

Nicole Land thinking with Maria Wysocki, Selena Ha, Andrea Thomas, and Alicja Frankowski

While we were sitting on the logs around the sand last week, Andrea asked: what borders do we need to care well together? I think this question is important, because in living well together with the sand, I don’t think that anyone is suggesting relations of anarchy or disorder where we refuse all borders, or a romanticized anti-border world where we suggest that we are post-border or that we have created a space so harmonious there is no need for borders. I think, instead, Andrea’s question reminds me that we need borders; borders are part of world making – borders are a way of navigating, of standing for something, of making choices about care and attention and learning and life. I’ve been thinking about this question alongside a proposition from one of my favourite authors, Alexis Shotwell: “what it means to notice the world as a practice of responsibility” (p. 79). What would it mean to notice borders as a practice of responsibility, where borders are a way of being implicated in worlds and relationships? 

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The High Stakes of Thinking with Borders

Nicole Land thinking with Maria Wysocki, Selena Ha, Andrea Thomas, and Alicja Frankowski

I have been thinking about questions of what borders do. Recently in the sandbox we thought with large sheets of white paper, and about how these sheets of paper might help us to notice how we do and make borders (and why) in the sandbox. As we sat “inside” the paper border that the children created with large sheets of paper in the sandbox, a few of the children began to name what the borders created – the sand area was a farm, it was a track; things, I think, that remind me of strict borders and being penned in. Farms have fences that control how animals move, race tracks have a particular path that you are expected to follow to be successful. I want to wonder what relations with borders this logic comes from: are borders something that control? That certainly seems like an inheritance we have in ECE, the idea that we need to use fences and boundaries to regulate moving. The language that we were using for being “in” and “outside” of the paper border is also fascinating.

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Noticing and Negotiating “Alive”

Nicole Land thinking with Maria Wysocki, Selena Ha, Andrea Thomas, and Alicja Frankowski

We have been thinking about the non-innocent choices we make about what questions to live and follow, and what questions/lives/trouble we choose to ignore with the playground. While I was with C and Z in the corner of the sand, C was telling us how he watched a documentary on sand and oceans. He mentioned that sand in the ocean is very alive because there are crabs and waves. This made me wonder if sand in the sand pit was alive – I shared this question with C & Z, and C thought that sand in the sand pit wasn’t alive because it didn’t go as deep as sand in the ocean. Z suggested that sand here might be alive. We thought about why and wondered how the worms were alive. I asked if we could keep thinking with this question together: how is sand alive? How do we know? How do we notice what lives in sand?

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