This series proposes an expanded, embodied approach to pedagogy grounded in feminist materialist theory and intergenerational practice. Drawing on emplaced research that spans crying as a somatic barometer, the physiological delight of bodysurfing, and the ephemeral architectures of sandcastles, the work makes and remakes learning as a relational, sensory, and resistant act. This project remakes pedagogy with the felt textures of water, and the bodily gestures of care, and transformation. Working across forms- image, text, and ambient sound- I position learning as a practice of “wisdom in transit,” rooted in place, kinship, and movement. In doing so, I challenge dominant epistemologies of clarity, distance, and control, and instead foregrounds opacity, liquidity, and plural knowledge forms. This is not learning about the world, but learning with- with immersion, attunement, and vulnerability. With this work I remake what counts as research, who it is for, and how it is shared, offering a live, plural model of pedagogical inquiry and practice.

How do we learn with water?

How are familial, intergenerational pedagogies enacted with encounters with water’s materiality- at the beach, in the waves, or in the saltwater of tears?

How does water teach us about letting go, remaking, joy, fear, risk, care, loss?