Unsettling bodies of knowledge: Walking as a pedagogy of affect

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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Unsettling bodies of knowledge : Walking as a pedagogy of affect. / Beyes, Timon; Steyaert, Chris.

in: Management Learning, Jahrgang 52, Nr. 2, 04.2021, S. 224-242.

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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APA

Vancouver

Beyes T, Steyaert C. Unsettling bodies of knowledge: Walking as a pedagogy of affect. Management Learning. 2021 Apr;52(2):224-242. Epub 2020 Dez 22. doi: 10.1177/1350507620979713

Bibtex

@article{f37721b23f7f4cf69d8bf43d3bb778df,
title = "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.",
keywords = "Affect, creativity, drifting, ethnography, management learning, space, straying, walking, witnessing, Media and communication studies, Digital media",
author = "Timon Beyes and Chris Steyaert",
note = "Special Issue: Unsettled Humanities",
year = "2021",
month = apr,
doi = "10.1177/1350507620979713",
language = "English",
volume = "52",
pages = "224--242",
journal = "Management Learning",
issn = "1350-5076",
publisher = "SAGE Publications Inc.",
number = "2",

}

RIS

TY - JOUR

T1 - Unsettling bodies of knowledge

T2 - Walking as a pedagogy of affect

AU - Beyes, Timon

AU - Steyaert, Chris

N1 - Special Issue: Unsettled Humanities

PY - 2021/4

Y1 - 2021/4

N2 - 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.

AB - 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.

KW - Affect

KW - creativity

KW - drifting

KW - ethnography

KW - management learning

KW - space

KW - straying

KW - walking

KW - witnessing

KW - Media and communication studies

KW - Digital media

UR - http://www.scopus.com/inward/record.url?scp=85097981504&partnerID=8YFLogxK

U2 - 10.1177/1350507620979713

DO - 10.1177/1350507620979713

M3 - Journal articles

VL - 52

SP - 224

EP - 242

JO - Management Learning

JF - Management Learning

SN - 1350-5076

IS - 2

ER -

DOI