Walking Toward Educational Futures: Strade Maestre as Pedagogical World-Making Through Collective Journey

Strade Maestre is a year-long walking school that began in 2024–2025 with a first cohort of eight high school students and three teachers traveling across Italy. The project serves both as a critique of contemporary institutionalized schooling and a catalyst for educational transformation. This article examines the project’s experimental practice through a polyphonic methodology that mirrors its nonhierarchical, inclusive approach. Drawing on voices from practitioners in the first cohort and incoming participants, the insights and reflections problematize institutional assumptions while activating futures-oriented educational imaginaries. Strade Maestre functions as an educational world-making device and transdisciplinary laboratory, demonstrating how daily life becomes matter for learning, inquiry, and emancipation, inspiring new pedagogical possibilities beyond traditional classroom constraints.