Wild pedagogies and wilding pedagogies: teacher-student-nature centredness and the challenges for teaching

Abstract

The notion of wild pedagogies entreats teachers to act – to wild pedagogies – by acknowledging that more than a singular will characterizes pedagogical situations. Wilding pedagogies requires going beyond ideas of teacher-centred and student-centred pedagogies to encompass nature-centred pedagogies: recognizing the self-will of wider nature. In attempting this wilding, we suggest teachers can learn from the the previous movement from teacher-centred pedagogy to what Larry Cuban describes as teacher-centred progressivism; a hybrid pedagogy that emerged as a result of compromises between teacher-centred and student-centred pedagogies. Attempting to incorporate nature-centred pedagogies present..