Rolla E. Lewis

This article extends and shares practices inspired by Simon and Salter’s (2019) “Transmaterial Worlding: Beyond Human Systems.” This article argues that there is a need for wandering, and finding or creating diverse transmaterial worlding and practices that transcend Western binaries and hierarchical thinking in order to foster dreams of ecological civilisations. The article shares ways to seek sacred spaces within a pluriverse of worldviews by embracing an eco-relational mindset informed by non-anthropocentric Western, Eastern, Indigenous, and other process wisdom traditions, as well as science. The narrative and storied intention is to engage mindful wonderment and wander within an enmeshed, entangled, “naturalcultural” eco-relational worlding story by playfully integrating transmaterial worlding into an alternative gyrovague lineage connected to Ionian, Chinese, and Indigenous wisdom pointing to possibilities for ecological civilizations. The diverse process wisdom streams are connected to contemporary eco-relational practices, like lifescaping action research, eco-participatory forest walking, and mutual aid efforts. The lifescaping action research section summarises how diverse international co-researchers developed relationships with specific trees in their countries. The eco-relational forest walking practice activities deepen human-to-human and human to the more-than-human connection. Specific eco-relational practices include reciting loving kindness mettas, practicing chi kung (standing like a tree), reciting poetry to trees, and community building that extends beyond the forest walking practices into support for protests, actions resisting the fascist drift in the USA, and hope for emerging ecological civilisations.

This article is a collaboration involving a professor and three graduate students. Together, they explore lifescaping action research pedagogy guided by the participatory inquiry process. Since the lesson taught is not the lesson learned, the first author presents a perspective about teaching PIP followed by the graduate students’ collective responses enacting what they learned in three different school settings.

In the recent past many professional schools of education in the United States have embraced social justice as central to their mission in preparing teachers, counselors, and administrators to work in preK-16 settings. This article documents our initial inquiry guided by mindful wonderment into an effort to frame social justice as a collective collaboration involving support staff, faculty, and administrators within a graduate school of education. A series of focus groups made up of members of a school of education considered the commitment to social justice not only for its preK-16 candidates but also for transforming the environment and culture within the institution.

This article shares how school counselors-in-training are oriented to cultivate strengths-based professional identities based on culturally relevant and evidence-based practices that support the developmental learning abilities of all students. Professional identity and positive youth development are tied to practices, Web sites, and resources that preservice school counselors and graduates use to promote and construct Strengths-Based School Counseling programs (Galassi & Akos, 2007) that align with the ASCA National Model^® (American School Counselor Association, 2005).

The article is a personal and professional account by 2 counselor educators who worked together as professional school counselors in the same high school setting. Both reflect on the “storied” nature of their professional development and define participatory leadership in school counseling as emerging from engagement and participation in collaborative efforts to bring about systemic change in schools by advocating for all students, especially those who have been traditionally marginalized.