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Zusatztext It’s about time we had a book like this, that tackles education’s unswerving adherence to outdated 20th century humanist premises. The most apparent strength is the editors’ (and contributors’) strong grasp on the posthumanist, affective and new materialist theoretical perspectives that frame this collection. The emphasis on southern perspectives is very refreshing and will make a unique contribution to the broader posthumanist educational field, which is dominated by global north theorists and research. Particularly interesting because it also documents the recent student activism in South African universities, these challenges to the humanist norms of educational practice are overdue. This book is one of the first ones to make the challenges – others will follow.’ Informationen zum Autor Rosi Braidotti is Distinguished University Professor and founding Director of the Centre for the Humanities at Utrecht University, the Netherlands. She was the Founding Professor of Gender Studies in the Humanities at Utrecht (1988-2005) and the first scientific director of the Netherlands Research School of Women's Studies. Vivienne Bozalek is the Director of Teaching and Learning at the University of the Western Cape (UWC), South Africa. Tamara Shefer is professor of Women’s and Gender Studies and Deputy Dean of Teaching and Learning in the Faculty of Arts at the University of the Western Cape, South Africa. Michalinos Zembylas is Professorof Educational Theory and Curriculum Studies at the Open University of Cyprus. Vorwort Explores how feminist, materialist and posthuman frameworks provide fresh ways of creating progressive pedagogies based on equality, accessibility and diversity within higher education. Zusammenfassung 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. Inhaltsverzeichnis Notes on ContributorsAcknowledgementsForeword by Rosi Braidotti, Utrecht University, The Netherlands Introduction Vivienne Bozalek, University of the Western Cape, South Africa, Michalinos Zembylas, Open University of Cyprus, Cyrus, and Tamara Shefer, University of the Western Cape, South Africa Section 1: Theoretical Perspectives Chapter 1. '#Itmustallfall, or, Pedagogy for a People to Come’ Chantelle Gray van Heerden, University of South Africa, South Africa Chapter 2. ‘Feminism and Feminist Studies in Neoliberal Times: Furthering Social Justice in Higher Education Curricula’ Rosemarie Bu...
