Posthuman and Political Care Ethics for Reconfiguring Higher Education Pedagogies Routledge Research in Higher Education Series

This bookmakes an important contribution to ongoing debates about the epistemological, ethical, ontological and political implications of relational ethics in higher education. By furthering theoretical developments on the ethics of care and critical posthumanism, it speaks to contemporary concerns for more socially just possibilities and enriched understandings of higher education pedagogies.

The book considers how the political ethics of care and posthuman/new feminist materialist ethics can be diffracted through each other and how this can have value for thinking about higher education pedagogies. It includes ideas on ethics which push those boundaries that have previously served educational researchers and proposes new ways of conceptualising relational ethics. Chapters consider the entangled connections of the linguistic, social, material, ethical, political and biological in relation to higher education pedagogies.

This topical and transdisciplinary book will be of great interest for academics, researchers and postgraduate students in the fields of posthuman and care ethics, social justice in education, higher education, and educational theory and policy.

Introduction: Vivienne Bozalek, Michalinos Zembylas, and Joan Tronto (4000 words)
Chapter One: Caring as methodology. Reading Natalie Jeremijenko and Vinciane Despret diffractively
Monika Rogowska-Stangret
Chapter Two: Towards a ‘Response-able’ Pedagogy across Higher Education Institutions in Post-Apartheid South Africa: An Ethico-Political Analysis
Vivienne Bozalek and Michalinos Zembylas
Chapter Three: Response-able Digital Storytelling to Reimagine Higher Education Classroom Practices
Daniela Gachago and Kristian Stewart
Chapter Four: Posthuman Performative Pedagogies: Care Ethics and Faculty of Humble Inquiry
Maurice Hamington
Chapter Five: Tensions and (im)possibilities of enacting a caring, responsive pedagogy in a community psychology university classroom
Ronelle Carolissen

Chapter Six: Re-thinking Care in/through/by Affects, Events, and Rhizomes: Weaving Relational Ethico-onto-epistemological Pedagogical Encounters in UK Higher Education
Nikki Fairchild, Kay Sidebottom, Carol A. Taylor
Chapter Seven: Relation(al) Matters – ‘Carriance’ as onto-epistemological grounding for ethical subjectivity and a humane pedagogical practicing
Kathrin Thiele
Chapter Eight: Aesthetic Wit[h]nessing and the Political Ethics of Care: Generating Solidarity and Trust in Pedagogical Encounters
Nike Romano
Chapter Nine: Immanent Ethics and Transgressive Phantasmagoria as Models for Socially Just Pedagogies
Delphi Carstens
Chapter Ten Common Worlds Pedagogies of Care in Higher Education
Veronica Pacini-Ketchabaw, Kathleen Kummen & Denise Hodgins
Chapter Eleven: Toward a caring feminist economy of knowledge: Making feminisms and feminist matter
Emilie Dionne
Chapter Twelve: Higher education hauntologies: Responsibility, spacetimematter and the ghosts of Australia’s colonial past
Dorothee Hölscher and Vivienne Bozalek
Chapter Thirteen: Care ethics in a project of re-imagining scholarship in/through a feminist decolonial classroom
Tamara Shefer
Afterword: Joan Tronto

Vivienne Bozalek is an Honorary Professor in the Centre for Postgraduate Studies at Rhodes University, South Africa and Emerita Professor of Women’s and Gender Studies at the University of the Western Cape, South Africa..

Michalinos Zembylas is Professor of Educational Theory and Curriculum Studies at the Open University of Cyprus and Honorary Professor, Chair for Critical Studies in Higher Education Transformation at Nelson Mandela University, South Africa.

Joan C. Tronto is Professor Emerita at City University of New York and the University of Minnesota, USA.