Abstract
Abstract
This article reflects on teaching and learning practices in a second-year human geography module “Space, Place and Mobility in Southern Africa” to consider the role of pedagogies of emplacement in the teaching of mobilities. Reflecting on the use of student-developed mobile diaries and digital stories over a five-year period, this article builds on the concept of “emplacement” in teaching practices to demonstrate how actively emplacing students’ everyday experience of mobility through reflective and embodied learning provides an opportunity for students to generate knowledge; to understand a range of mobility practices, spaces, and subjectivities; and more importantly, to illustrate the potential that epistemic disobedience may offer to mobilities pedagogy and theory.