How we walk—or our inability to do so—is telling of who we have been. I propose this simple movement practice as a pedagogical engagement with the concept of faithful witnessing, which refers to attending to modes of power unbalance that might go unnoticed, and to people's creative and resistant possibilities (Lugones, 2003; Figueroa-Vásquez, 2015). This activity is suggested to provoke reflections about how we understand and experience social difference and power unbalances. The work introduces a simple score (a creative prompt) to explore walking-with others, creating instructions to teach others our movement, learning others', and delving into conversations concerning the layers embedded in such a simple exchange.
"Sharing Walks as a Witnessing Practice: Exploring Movement-Based Pedagogies,"
Feminist Pedagogy: Vol. 2:
3, Article 4.
Available at: https://digitalcommons.calpoly.edu/feministpedagogy/vol2/iss3/4