The focus of this paper is to tell stories and grapple with questions about place. We share documentation gathered during explorations in an art studio we created in an urban forest located next to our childcare centre. We work with multiple forms of knowledge about place in order to develop complex (and situated) forest pedagogies. Our stories engage with clay and the use of maps, and lend themselves to thinking of place as assemblage with more-than-human others. We conclude the paper with an examination of how our newly forming forest pedagogies creep into other stories—unfolding, changing, and creating frictions in our practice, explorations, and inquiries—just as English ivy does in our forest studio.

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