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Currere and Praxis
e‑ISSN 3065-4572 Open Access · CC BY 4.0
Vol. 3 · Issue 3 · 2026 Oct 1, 2026 Special Issue: 50th Anniversary of Currere

A/r/tographic currere beyond colonial time: Four learning stories

CI
Cate Inver Corresponding University of British Columbia vcmayb@gmail.com Canada
LY
Lori York University of British Columbia Canada
BT
Brittney Townrow University of British Columbia Canada
SL
Shannon Leddy University of British Columbia Canada
Pages307-326 PublishedOct 1, 2026 LicenseOpen Access
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VOL 3 · ISS 3 · 2026 Special Issue: 50th anniversary of Currere View issue

Abstract

Working in the spirit of sister scholarship, we enact currere through a/r/tographic methods and share our learning stories with each other. We notice significant themes of intergenerational learning, slow pedagogy, connection to Land, and deepening consciousness of time in our lives, in arts practice, and in pedagogy. With attention to Indigenous pedagogies and worldviews, we consider how the transtemporal experience of currere opens into multiple experiences of time, which can help us to slow down, connect with Land, and enact intergenerational learning. We view currere and arts practices as potential disruptions to colonial norms in education. These approaches may help educators notice prevailing cultural norms and develop alternate ways of being that resist colonial norms thereby enabling a decolonial praxis. These observations within our themes of time and arts-based practice offer opportunities for currere scholars and educators to experiment with deep time consciousness in their own research and pedagogies.

Keywords

#Decolonial #a/r/tography #currere #transtemporal #intergenerational

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Copyright (c) 2026 Cate Inver, Lori York, Brittney Townrow, Shannon Leddy

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