TY - JOUR

T1 - Unsettling bodies of knowledge

T2 - Walking as a pedagogy of affect

AU - Beyes, Timon

AU - Steyaert, Chris

N1 - Publisher Copyright: © The Author(s) 2020.

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 -