The school reflects the communities, collaborations, projects and initiatives that comprise it. It is self-organised and made by many, connecting particular knowledge we each hold towards supporting local and trans-local collective world building. We use the word “school” to signal that it is a space for mutual learning, recognising undervalued and marginalised knowledge.

Sharing knowledge can take on many different formats and uses a multitude of languages. Everyone can be learner and trainer, and soil and the more-than-human are understood as important teachers. The school is nomadic and trans-local, but is made of situated “classrooms”. They can be small or large, informal and formal, on a field or around a table. They focus on localised knowledge and make trans-local connections.

The school intentionally stretches the space for a connected rural and urban culture, advocating an existing interdependence that often goes unseen within mainstream cultural debate. It is timely and urgent for rural cultures, multispecies and land-based knowledge to reclaim a role in imagining and building a collective future. Learning becomes an act of commoning, trans-local collectivising and applying in solidarity.

School Sessions want to be nourishing and can be disorderly. The school does not have a fixed curriculum, nor does it proceed systematically; instead it is an open-ended and searching process. We enter complex topics and dilemmas together, keep listening as a mode of wanting to understand. We are questioning and supporting each other. We want to act from within collective abundance, and leave hierarchising and learning in order to enclose behind us.