StoryWalking as a More-than-Human Educational Orientation in the Anthropocene

The Anthropocene foregrounds ecological, technological, and societal transformations that unsettle inherited assumptions about human–world relations and the normative foundations of education. This article develops StoryWalking as a more-than-human pedagogical and methodological orientation that integrates walking and storytelling as embodied, multisensory, and relational practices of knowing and becoming. Drawing on posthumanist, relational, and nonrepresentational perspectives, StoryWalking reconfigures place from a passive backdrop into an active participant in educational processes. The article elaborates the concept of enchantment as a pedagogical and epistemic sensibility that heightens attentiveness to affect, materiality, and the vitality of human–nonhuman relations. We argue that StoryWalking offers a framework for rethinking education in the Anthropocene by expanding modes of knowing, unsettling anthropocentric subjectivities, and cultivating ecological imagination under conditions of uncertainty and planetary entanglement.