The pedagogical effects of psychogeographic urban exploration and mapping

Abstract

ABSTRACT This article outlines research on incorporating the notion of psychogeography into an educational context in order to examine its pedagogical benefits empirically. The psychogeographic project implemented involved preservice (student) teachers in South Korea exploring urban space, reflecting on their experiences and creating psychogeographic maps. Based on a thematic analysis of the participants’ reflections, the findings are divided into three main categories: discovering diverse components in urban spaces, creatively experiencing urban space, and understanding the pedagogical implications of the psychogeographic activity – all of which are discussed with reference to the participants’ written reflections on the project. The article concludes by indicating how the research could be transformed, expanded and elaborated upon in urban space theory, by diversifying fieldwork strategies and in utilising creative visualisation.