Show simple item record

dc.contributor.authorBozalek, Vivienne
dc.contributor.authorZembylas, Michalinos
dc.date.accessioned2017-10-13T14:35:02Z
dc.date.available2017-10-13T14:35:02Z
dc.date.issued2017
dc.identifier.citationBozalek, V. & Zembylas, M. (2017). Towards a response-able pedagogy across higher education institutions in post-apartheid South Africa: an ethico-political analysis. Education as Change, 21 (2): 62-85en_US
dc.identifier.issn1947-9417
dc.identifier.urihttp://hdl.handle.net/10566/3235
dc.description.abstractInternationally there has been some interest in how critical pedagogies might be enabled in higher education to support transformative social agendas. Few writers, however, have theorised the ethico-political aspects of this effort from a feminist new materialist perspective. By focusing on the analysis of an inter-institutional collaborative course which was constructed across three disciplines and two differently positioned universities in Cape Town, South Africa, this paper examines the design of the course retrospectively from a feminist new materialist theoretical framing. In so doing, it moves beyond more traditional understandings of critical pedagogy to consider the design and student engagement with the course from the perspective of what we call “response-able pedagogies.” Response-able pedagogies are not simply examples of the type of learning that can take place when power relations, materiality and entanglement are acknowledged; they also constitute ethicopolitical practices that incorporate a relational ontology into teaching and learning activities. We propose that ethico-political practices such as attentiveness, responsibility, curiosity, and rendering each other capable, constitute reponse-able pedagogies. The paper focuses on the transdisciplinary and interinstitutional course to consider how these ethico-political practices which constitute a response-able pedagogy might (be put to) work and how the students were both enabled and constrained by this design in terms of their responses to such ethico-political practices.en_US
dc.language.isoenen_US
dc.publisherUnisa Pressen_US
dc.rightsCopyright the Authors. This is an Open Access article distributed under the terms of the Creative Commons Attribution-ShareAlike 4.0 International License (https://creativecommons.org/licenses/by-sa/4.0/)
dc.subjectResponse-able pedagogiesen_US
dc.subjectCritical pedagogiesen_US
dc.subjectRelational ontologyen_US
dc.subjectFeminist new materialismen_US
dc.subjectSocial transformationen_US
dc.subjectPosthumanism
dc.titleTowards a response-able pedagogy across higher education institutions in post-apartheid South Africa: an ethico-political analysisen_US
dc.typeArticleen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record