Inside, in between and out: How can psychogeography be beneficial to teaching and learning in higher education?

Abstract

Traditional pedagogic approaches to the teaching of everyday life and cultural theory raise the question of whether they allow students to fully experience everyday life if they’re always taught in a physical classroom. Might being consciously engaged with the everyday environment help students gain a deeper understanding of the theoretical lessons taught? By looking at psychogeography practices within different conceptual learning spaces and how psychogeography-influenced writings can be used to learn more about the city, this article examines how psychogeography can be beneficial to learning and teaching in higher education.