Beyes, TimonTimonBeyesSteyaert, ChrisChrisSteyaert2023-04-132023-04-132021https://www.alexandria.unisg.ch/handle/20.500.14171/110837In 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.enAffectcreativitydriftingethnographymanagement learningspacestrayingwalkingwitnessingjournal article