Mobilizing theory through practice: authentic learning in teaching mobilities

ABSTRACT

This paper reflects on recent teaching and learning practices in two undergraduate human geography modules at the University of the Western Cape: GES111 Introduction to Human Geography and GES225 Space, Place and Mobility in Southern Africa. Content in both modules focuses on mobilities theory and its application toward understanding the shaping of space, place and subjectivity. Teaching and learning activities in both modules include student-generated knowledge through reflections on everyday mobility in the form of e-learning activities and autoethnographic essays. Using examples from teaching and learning activities in both modules, this paper considers the role of e-learning and mobile diaries as a link between theory and practice, where the latter serves as a means of illuminating and demystifying the former. Results from learning activities exemplify the innate understanding of critical concepts in mobilities studies, including the experience of movement, its meanings, and practices within the context of the global South. Comments from student evaluations demonstrate the importance of making connections between theory and practice, at the same time, the mobile diary method serves as an innovative practice of teaching, learning and student assessment.

KEYWORDS:

• Mobilities
• pedagogy
• authentic learning
• situated learning
• theory and practice
• e-learning

Acknowledgments

This research has been conducted under the auspices of UWC-registered project Mobilities in the global South [Project registration number: HS17/1/12]. I wish to extend my sincere gratitude to those who contributed their personal narratives to this paper, including (in alphabetical order): Jennileigh Abrahams, Kwanele Mpangalala, Stephan Murangwa, Khanya Ntushelo, Onke Chuma Qhoyi, and Xolisa Shoba. Your voices have helped to push theory forward. I also wish to thank three anonymous reviewers for their critical and supportive comments on earlier versions of this paper.

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. The discussion of mobilities pedagogy has been sparked by events such as the session “Teaching Mobilities: Practice, Pedagogies, Power” organized by Peter Adey, Simon Cook, and Justin Spinney at the 2017 Royal Geographical Society Annual International Conference, and #MobPed2018, a symposium organized by Judith Nicholson at Wilfred Laurier University in March 2018 where mobilities scholars gathered to discuss mobilities pedagogies in terms of theories, practices and networks. I am indebted to them all for helping to push these conversations forward.

2. This research has been conducted under the auspices of UWC-registered project Mobilities in the global South [Project and Ethics registration number: HS17/1/12]. The project did not involve collecting all student work for the project per-se. Rather, a sample of outstanding student work was used with specific permission. Thus, my students were not research subjects but have consciously contributed their knowledge to the theoretical and pedagogical arguments in this paper. Nonetheless, great care was taken to protect student identity and use quoted material with explicit permission. Excerpts used in the paper – including the full final draft – were shared with the contributors for their approval.