Description
This book makes an important contribution to ongoing debates about the epistemological, ethical, ontological and political implications of relational ethics in higher education. By furthering theoretical developments on the ethics of care and critical posthumanism, it speaks to contemporary concerns for more socially just possibilities and enriched understandings of higher education pedagogies.
The book considers how the political ethics of care and posthuman/new feminist materialist ethics can be diffracted through each other and how this can have value for thinking about higher education pedagogies. It includes ideas on ethics which push those boundaries that have previously served educational researchers and proposes new ways of conceptualising relational ethics. Chapters consider the entangled connections of the linguistic, social, material, ethical, political and biological in relation to higher education pedagogies.
This topical and transdisciplinary book will be of great interest for academics, researchers and postgraduate students in the fields of posthuman and care ethics, social justice in education, higher education, and educational theory and policy.
Table of Contents
Introduction. 1. Caring as methodology: Reading Natalie Jeremijenko and Vinciane Despret diffractively. 2. Towards a ‘response-able’ pedagogy across higher education institutions in post-apartheid South Africa: An ethico-political analysis. 3. Learning and teaching in every moment: A posthuman critical pedagogy of care. 4. Relation(al) matters – ‘Carriance’ as onto-epistemological grounding for ethical subjectivity and a humane pedagogical practicing. 5. Aesthetic wit[h]nessing and the political ethics of care: Generating solidarity and trust in pedagogical encounters. 6. Immanent ethics and transgressive phantasmagoria as models for socially just pedagogies. 7. Slowing Down With Nonhuman Matter: The Contribution Of Feminist New Materialism To Slow Scholarship. 8. Care ethics in a project of re-imagining scholarship in/through a feminist decolonial classroom. 9. Response-able digital storytelling to reimagine higher education: Classroom practices. 10. The ethics and politics of care: Relationality, responsibility, and hope in post-secondary art education. Afterword. Response-ability and Responsibility: Using Feminist New Materialisms and Care Ethics to Cope With Impatience in Higher Education.
