Unsettling bodies of knowledge: Walking as a pedagogy of affect
Abstract
In this article, we connect with recent attempts to rethink management learning as an embodied and affective process and we propose walking as a significant learning practice of a pedagogy of affect. Walking enables a postdualist view on learning and education. Based on course work focused on urban ethnography, we discuss walking as affect-pedagogical practice through the intertwined activities of straying, drifting and witnessing, and we reflect upon the implications for a pedagogy of affect. In conclusion, we speculate about the potential of a pedagogy of affect for future understandings and practices of management learning.
Cite this
Timon Beyes, Chris Steyaert (2020). Unsettling bodies of knowledge: Walking as a pedagogy of affect. Management Learning. https://doi.org/10.1177/1350507620979713
@article{timon2020unsettling,
title = {Unsettling bodies of knowledge: Walking as a pedagogy of affect},
author = {Beyes, Timon and Steyaert, Chris},
year = {2020},
journal = {Management Learning},
doi = {10.1177/1350507620979713}
}Citations in this library
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