Ruitenberg’s analysis of Walking Home Carrall Street reframes the educational walk as both curatorial practice and intervention in public space. The key idea is that learning emerges not from the delivery of predefined content but from situated encounters, repetition and an emergent curriculum capable of taking unexpected directions. Her contribution is to connect non-formal education with spatial practice: the street becomes a pedagogical medium, and the city is encountered as an active participant in the production of knowledge. Methodologically, the study combines participant observation, interviews and analysis of written responses, while refusing generalisability as its principal criterion. The bridge to curatorial theory lies in understanding selection, sequence and encounter as educational operations. Walking becomes a way of curating attention, enabling participants to perceive the familiar as contingent and to understand public space as a field in which knowledge, authority and interpretation are negotiated.
