68.061-6 - Critical Posthumanism, the Affective Turn, and Socially Just Pedagogies and Curricula

• In Event: 68.061 - Roundtable Session 30

Session Type: Roundtable Session

Abstract

This session provides a space to re-imagine curricula from the perspectives of critical posthumanism and the affective turn, thus questioning taken-for-granted humanist assumptions, such as interpretivism and assumed localisation of agency as existing within and being possessed by humans. The papers attempt to answer the following questions, among others: How do we make sense of socially just pedagogies and curricula in light of these theoretical developments and how would a socially just pedagogy work from these perspectives? What new avenues of exploration do these theoretical approaches provide for doing, and thinking differently about socially just higher education pedagogies and curricula?

Sub Unit

• Division B - Curriculum Studies / Division B - Section 1: Culture and Commentary (The Readings/Makings of Curriculum)

Chairs

• Mindy Blaise, Edith Cowan University

• Yusef Waghid, University of Stellenbosch

Papers

• The Anthropocene: A Crisis for Education - Delphi Carstens

• A Diffractive Exploration of Affect: Learning, Research, and Teaching in Obstetrics - Veronica Mitchell

• Diffracting Socially Just Pedagogies Through Stained Glass - Vivienne Grace Bozalek, University of the Western Cape

• #Rhodesmustfall: A Critical Posthumanist Reading of Photos of a Statue's Removal From a University Campus - Karin Saskia Murris, University of Cape Town

• In Pursuit of Socially Just Pedagogies in Differently Positioned South African Higher Education Institutions - Brenda Lana Leibowitz, University Of Johannesburg