Socially Just Pedagogies: Posthumanist, Feminist and Materialist Perspectives in Higher Education

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. Cover Half-title Title Copyright Contents Acknowledgements Notes on Contributors Foreword Introduction Part One: Theoretical Perspectives 1. #Itmustallfall, or, Pedagogy for a People to Come 2. Feminism and Feminist Studies in Neoliberal Times: Furthering Social Justice in Higher Education Curricula 3. Practicing Reflection or Diffraction? Implications for Research Methodologies in Education 4. The Politics of Animality and Posthuman Pedagogy Part Two: Ethics and Response-ability in Pedagogical Practices 5. Each Intra-Action Matters: Towards a Posthuman Ethics for Enlarging Response-ability in Higher Education Pedagogic Practice-ings 6. A Pedagogy of Response-ability 7. Me Lo Dijo Un Pajarito – Neurodiversity, Black Life and the University As We Know It 8. An Ethico-Onto-Epistemological Pedagogy of Qualitative Research: Knowing/Being/Doing in the Neoliberal Academy Part Three: Locating Social Justice Pedagogies in Diverse Contexts 9. Finding Child Beyond ‘Child’: A Posthuman Orientation to Foundation Phase Teacher Education in South Africa 10. Embodied Pedagogies: Performative Activism and Transgressive Pedagogies in the Sexual and Gender Justice Project in Higher Education in Contemporary South Africa 11. Narrative Vases as Markers of Subjectivity, Agency and Voice: Engaging Feminist Pedagogies Within the Context of #feesmustfall 12. Thebuwa and a Pedagogy of Social Justice: Diffracting Multimodality Through Posthumanism Index