In her book, Braiding Sweetgrass, Robin Wall Kimmerer (2013) discusses how strawberry gathering signals ‘... a world full of gifts simply scattered at your feet’ (p. 23). For her, such conceptualisations necessitate togetherness; gifts, ‘…from the earth or from each other establish a particular relationship, an obligation of sorts to give, to receive, and to reciprocate’ (25). Clearly, here the marker of reciprocity and personal connection is through the removal of exchange as transaction to be replaced by gifting; that which establishes a ‘…feeling bond between two people’ (Hyde, quoted in Kimmerer, 2013: 26) that increases with their passage through and by sharing. In this presentation, I shall challenge the idea of pedagogy as ‘the methods and practices of teaching’ (after Adams, 2022) a seemingly thoroughly Anglophonic position based on an individualising reduction of pedagogy to teaching as meaningful and accountable teacher activities. While such a position may not elide a place for beliefs and ideolog

Adams, P. (2022). Scotland and Pedagogy: Moving from the Anglophone Towards the Continental?. Nordic Studies in Education, 42(1), 105–121. https://doi.org/10.23865/nse.v42.3770. Wall Kimmerer, R. (2020). Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge and the Teachings of Plants. Penguin Books.