Abstract

The touchstones presented in this chapter are intended to help sustain the work of wild pedagogues. They stand as reminders of what educators are trying to do. And they challenge us to continue the work. These touchstones are offered to all educators who are ready to expand their horizons, and are curious about the potential of wild pedagogies. The touchstones can become points of departure and places to return to. It is suggested that they be read, responded to, and revised as part of an evolving, vital, situated, and lived practice. As such, these initial touchstones are not intended to be dogmatic, but simply a best gathering of ideas and practices at this time. These preliminary touchstones are, thus, intended to assist educators in practicing wild pedagogies.