Abstract

If we understand texts both as "spatial events" that take place otherwise in different spatio-temporal contexts but also as "mobile events" that activate mobilities of different kinds, how does this approach influence our teaching of literary geographies? This paper is inspired by the idea that a mobile approach to literary geography may move our pedagogical practices, mobilising creatively our didactics and activating new experimental and performative ways for teaching (with) texts. The article begins by discussing the opportunities and issues related to the teaching of literary geographies through a mobility-centred approach, inspired by mobility studies and creative pedagogies in the geohumanities. Then it discusses empirical examples of teaching activities set in the Italian contexts and imagined for "moving (with) texts" in and outside the classroom.