Ruitenberg identifies deliberate repetition and emergent curriculum as crucial features of walking-based education. The work is important because it treats recurrence not as redundancy but as a pedagogical mechanism: revisiting a street or situation can produce newness precisely because perception, context and participants have changed. Her contribution links non-formal education to curatorial practice, showing how sequence, encounter and spatial repetition can organise attention without dictating conclusions. Methodologically, the case study uses participant observation, interviews and written responses to examine how knowledge develops through repeated public-space encounters. The wider bridge is to experiential education and urban pedagogy, where continuity gives participants time to recognise differences that one-off events cannot reveal. Repetition becomes a research method for distinguishing stable relations from contingent ones.
