Pedestrian Pedagogy: The Walking Library for Women Walking

  • Dee Heddon University of Glasgow
  • Misha Myers Deakin University
DOI: https://doi.org/10.15209/jpp.1179

Abstract

The Walking Library for Women Walking (2016-18) is an edition of the ongoing creative research project, The Walking Library. Co-created and launched in 2012 by Dee Heddon and Misha Myers, The Walking Library explores the multiple relationships between walking, literature, and environment (see Heddon & Myers 2014, 2017, in press).

For each edition of The Walking Library, we invite donations and suggestions of books to accompany what we propose is a pedestrian pedagogy: a learning that takes place on foot and on the move in the company of others (present and virtual), sharing and creating knowledge side-by-side, step-by-step and without hierarchy. Pedestrian pedagogy facilitates meaning-making as emergent and re-orientating (Osberg et al., 2008). In this pedestrian pedagogy learning is improvisatory and relational, engendered through the collaborative and collective body of walkers moving through space and time, side by side, in the company of each other and a diverse collection of books.

Published
2019-11-14
How to Cite
Heddon D., & Myers M. (2019). Pedestrian Pedagogy: The Walking Library for Women Walking . Journal of Public Pedagogies, (4). https://doi.org/10.15209/jpp.1179
Issue
No 4 (2019)
Section
Articles
This work is licensed under a Creative Commons Attribution-NonCommercial License. In short, copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings. This is an Open Access Journal, and provides free, online, open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.