Unsettling bodies of knowledge: Walking as a pedagogy of affect
将行走作为一种情感教学实践，通过漫游、漂流和见证等活动，探讨如何将管理学习重新构想为具身和情感过程，对管理教育者和研究者有启发。
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.