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Re-vitalizing the American Feminist-Philosophical Classroom: Transformative Academic Experimentations with Diffractive Pedagogies

In Carol A. Taylor & Annouchka Bayley (eds.), Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research. Springer Verlag. pp. 123-140 (2019)

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  1. Understanding Displacement, (Forced) Migration and Historical Trauma: The Contribution of Feminist New Materialism.Delphi Carstens & Vivienne Bozalek - 2021 - Ethics and Social Welfare 15 (1):68-83.
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  • Being Haunted by—and Reorienting Toward—What ‘Matters’ in Times of (the COVID-19) Crisis: A Critical Pedagogical Cartography of Response-Ability.Evelien Geerts - 2021 - In Higher Education Hauntologies: Living with Ghosts for a Justice-to-come.
    Recent new materialist and posthumanist research in curriculum and pedagogy studies is focusing more and more on the intertwinement between social justice, fairness, and accountability, and how to put these ideals to use to create inclusive, consciousness-raising canons, curricula, and pedagogies that take the dehumanized and the more-than-human into account. Especially pedagogical responsibility, often rephrased as ‘response-ability’ to accentuate the entanglements that this notion engenders versus forgotten or forcefully eradicated knowledges, and between teacher and student as intra-active learners, is highlighted (...)
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