Unsettling bodies of knowledge: Walking as a pedagogy of affect

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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.
Original languageEnglish
JournalManagement Learning
Issue number2
Pages (from-to)224-242
Number of pages19
Publication statusPublished - 04.2021

Bibliographical note

Special Issue: Unsettled Humanities