How might the co-creation of a situated working woodland begin to address some of the major pedagogical challenges of our time?
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This thesis was written alongside the practical realisation of a new working woodland provision for young adults with special educational needs (SEN) in the West Midlands of the United Kingdom. The thesis traces the journey of the ‘responsable’ through the three-year design and implementation process in the hope that his experiences may offer insight into whether and how the co-creation of and co-operation of a working woodland may be of pedagogical value in these times. The essay sets out by defining just what is meant by ‘these/our times’, examining the current educational context, and considering current patterns and consequences of human orientation and activity on the planet, looking at depth into our relationship with nature and craft. Next, the author offers an auto-ethnographical account of his journey ‘here’, describing his experience through the modern education system, and his journey ‘into the woods’. Finally, the thesis outlines the nature of a ‘working woodland’, and examines the extent to which such a venture may begin to tackle the challenges described earlier in the report.