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Full Description
This book addresses contemporary philosophical issues in higher education and how we can create socially just pedagogies and a socially just university. Providing a forum for thinking through how critical posthumanism, affect theory and feminist new materialisms provide a useful lens for higher education, and shows how these standpoints can benefit methods and practices of learning and teaching.
Gross inequalities in higher education continue to affect pedagogical practices across geopolitical contexts and there is a need to consider new theories which call into question the commonplace humanist assumptions currently dominating the discourse around social justice in this context. However scholarship on the affective turn, critical posthumanism and new material feminisms, opens both new possibilities and responsibilities for higher education pedagogies. The approaches of this book also provide imaginative ways of engaging with current dissatisfactions with higher education, from the marketization of education, to issues of racism, discrimination and lack of diversity.
Of international relevance, this collection particularly foreground southern contexts and case studies, such as the student activism in South African universities that has sparked a global project of decolonization and social justice in educational institutions. This book is an urgent call to reconceptualize, rethink and reconfigure pedagogies in higher education and the implications for future citizenship and social participation.
Contents
Notes on Contributors
Acknowledgements
Foreword by Rosi Braidotti, Utrecht University, The Netherlands
Introduction
Vivienne Bozalek, University of the Western Cape, South Africa, Michalinos Zembylas, Open University of Cyprus, Cyrus, and Tamara Shefer, University of the Western Cape, South Africa
Section 1: Theoretical Perspectives
Chapter 1. '#Itmustallfall, or, Pedagogy for a People to Come'
Chantelle Gray van Heerden, University of South Africa, South Africa
Chapter 2. 'Feminism and Feminist Studies in Neoliberal Times: Furthering Social Justice in Higher Education Curricula'
Rosemarie Buikema Utrecht University, The Netherlands and Kathrin Thiele, Utrecht University, The Netherlands
Chapter 3. 'Practicing reflection or Diffraction? Implications for Research Methodologies in Education'
Vivienne Bozalek, University of the Western Cape, South Africa and Michalinos Zembylas Open University of Cyprus, Cyrus
Chapter 4. 'The Politics of Animality and Posthuman Pedagogy'
Delphi Carstens, University of the Western Cape, South Africa
Section 2: Ethics and Response-ability in Pedagogical Practices
Chapter 5. Each Intra-Action Matters: Towards a Posthuman Ethics for Enlarging Response-ability in Higher Education Pedagogic Practice-ings
Carol A. Taylor, Sheffield Hallam University, UK
Chapter 6. 'A Pedagogy of Response-ability'
Vivienne Bozalek, University of the Western Cape, South Africa, Abdullah Bayat, University of the Western Cape, South Africa, Daniela Gachago, Cape Peninsula University of Technology, South Africa, Siddique Motala, University of the Western Cape, South Africa, and Veronica Mitchell, University of Cape Town, South Africa
Chapter 7. 'Me Lo Dijo Un Pajarito - Neurodiversity, Black Life and the University As We Know It'
Erin Manning, Concordia University, Canada
Chapter 8. 'An Ethico-Onto-Epistemological Pedagogy of Qualitative Research: Knowing/Being/Doing in the Neoliberal Academy'
Candace R. Kuby, University of Missouri, USA and Rebecca C. Christ, University of Missouri, USA
Section 3: 'Locating Social Justice Pedagogies in Diverse Contexts'
Chapter 9. 'Finding Child beyond 'Child': a Posthuman Orientation to Foundation Phase Teacher Education in South Africa'
Karin Murris, University of Cape Town, South Africa and Kathryn Muller, University of Cape Town, South Africa
Chapter 10. 'Embodied Pedagogies: Performative Activism and Transgressive Pedagogies in the Sexual and Gender Justice Project in Higher Education in Contemporary South Africa'
Tamara Shefer, University of the Western Cape, South Africa
Chapter 11. 'Narrative Vases as Markers of Subjectivity, Agency and Voice: Engaging Feminist Pedagogies Within the Context of #feesmustfall'
Nike Romano, University of Cape Town, South Africa
Chapter 12. 'Thebuwa and a Pedagogy of Social Justice: Diffracting Multimodality through Posthumanism'
Denise Newfield, University of the Witwatersrand, South Africa
Index
