Teaching Mobilities from Where?
The Disciplines, Institutions, Positionalities, and Spaces of Mobility Pedagogies
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Abstract
In this article, we take seriously where we teach mobilities from and why that matters. “Where from?” asks vital questions about how teaching and learning in mobilities are located in various traditions, spaces and bodies that shape knowledges co-produced in the classroom, application beyond it, and the future of the field more widely. Asking “where from?” helps identify how our mobilities pedagogies are situated and the perspectives they emphasize and those they overlook. In this article, we reflect on the creation and evolution of a mobilities course and confront its “where-ing” in four ways, exploring the disciplinary, institutional, positionality, and spatial influences on our pedagogies. We explore why these matter, strategies for negotiating them, and why asking “where from?” is key for anyone teaching mobilities.
Contributor Notes
Peter Adey is professor in human geography at Royal Holloway, University of London, working on the cultures and security of mobility, most recently through the climate emergency and just transitions to decarbonization and low-carbon mobility; and on a climate of emergency, examining the emotions, affects, and mobilities of emergency, evacuation, and its governance. Email: Peter.Adey@rhul.ac.uk; ORCID:
Simon Cook is a human geographer at Birmingham City University. His research concerns everyday active practices, such as transport, mobility, sport, and exercise practices: the ways in which they happen, how they change, and what they can tell us about societies and spaces. He is currently researching long-distance walking, post-collision cycling, and run-commuting practices. He tweets @SimonIanCook and blogs at https://jographies.wordpress.com/. Email: Simon.Cook@bcu.ac.uk; ORCID: