 So what has been central for me in researching the Walking Neighbourhood project has been about children having rights and being active participants in society. So in this whole project Walking Neighbourhood the children very much had choice. They chose where the walk that they created went to and that choice came from their own explorations of the urban spaces and those choices you know were you know there's some negotiation with the parameters because these walks are publicly performed and you know the children take unknown adults so people come along as an audience to go along these walks and so there were obviously parameters about how to orchestrate that with you know public audience and the artists would work with the children in developing you know where their walk went so the choice you know they could verbalize there where they want to go and the artists may come back and say well what about you know this may happen there's limitations that say you want to go to the video shop and the video shop says well that's actually our peak time or could you just use this space so that we can still be running our business and so you know having to be aware that you can't just get exactly what you want all the time that's a really important lesson to learn in life as well about this negotiation of our choices and the children in terms of their voice that's about you know children articulating their opinions their ideas and the way the project works is that that what was really central was very much honoring the children's ideas I think my experience in schools is that it's the teachers ideas that dominate the space and so and how they orchestrated that was like at the beginning of each workshop in developing the walks that the children and the artists would sit in a circle and just check in you know share where they were at about that point in time I'm a concerned about their idea or you know a new you know something new that they wanted to bring to the space and the same at the end of the workshop they would always gather as a group in a whole circle I very much see that the young people and the artists were co-learners in this project and this was really key to how the project was orchestrated so the practice of the artists their pedagogy is very different to what teachers typically do and yeah I have a strong appreciation for this practice so you know already have just explained that practice of you know sitting at the as a group at the start of each workshop and at the end and you know so that's a practice to engage with everyone as an equal and give everyone equal space overall their practice is very much about being responsive and intuitive to the children's interests and what the concerns and what they're wanting to do and so it's very much about aligning and being in tune with the children and your artists seem to have a greater propensity for this because they do work in a very deeply sensory space and so by being aware of their own senses they can also have that capacity to be aware of others senses and others some explorations because you know artists kind of work with matter and and play around with it in different ways and they will so they will also pick up on others and how they play around with things in different ways and so yeah it's really this lovely it's very much about getting in tune with each other and being responsive and and didn't get that being intuitive and supporting the inquiry along the way and you know through that it is a co-learning process both the young people and the artists are completely learning all the way along the way and it does if we side by side I think yeah typically in a classroom yeah there is this hierarchy that the teacher knows all but in this co-learning practice it's about being yes side by side and I believe and have noticed through my years of experience that that does really open up the opportunity for something much deeper rich learning that this children recognize and it resonates with them and they carry with them for the rest of their lives so much more than the surface just regurgitating knowledge