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Abstract
This article adopts an “engaged pedagogy” inspired by feminist thinking to revisit reflections concerning inquiries undertaken into mobilities that incorporate video-making. Moving from a human geographic perspective, the article focuses on several aspects developed in the course unit the author teaches on space, place, and mobility. In the proposed pedagogy, video-making allows learners to focus on mobilities as central to our understanding of contemporary social and spatial dynamics, as well as raising awareness of mobile spatial embodiments and their critical entanglement with ordinary encounters. Video-making engages students in deconstructing the inequalities that affect mobilities explicating issues of social class, ethnicity, gender, sexuality, and disability. In addition, it allows learners to experiment with strategies and tools that support communication on the move, which are increasingly ordinary. In conclusion, the article suggests that if a mobilities scholarship were to embrace the “engaged” pedagogic potential of video-making, this should be understood as a constituent within the wider politics of mobilities.
Contributor Notes
Chiara Rabbiosi is associate professor in economic and political geography at the University of Padova. Her previous research has dealt with the social and spatial dimensions of urban studies and consumer culture, including the critical geographies of tourism, cultural heritage and place branding. She is currently working on tourist spatial imaginations of Europe, on the transit of tourism (including walking and multi-modal transport), and on food and mobilities, approaching mobilities in an embodied and performative way. Email: chiara.rabbiosi@unipd.it; ORCID: