Journal Article "Video-Making as a Mobilities Pedagogy"
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.
