Being haunted by—and reorienting toward—what ‘matters’ in times of (the COVID-19) crisis: a critical pedagogical cartography of response-ability
Research output: Chapter in Book/Report/Conference proceeding › Chapter
Colleges, School and Institutes
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 in this ethico-political turn. In this chapter, a critical pedagogical cartography of response-ability is sketched out to philosophically expand on—and also better anchor—the above turn. This critical cartography is put together at the backdrop of critical new materialist reflections with regards to the COVID-19 crisis; a crisis demanding a pedagogical but also ethico-political reorientation toward the hauntological powers of past-present-future injustices, the thick material present, and a more response-able engagement with the world.
|Title of host publication||Higher Education Hauntologies|
|Subtitle of host publication||Living with Ghosts for a Justice-to-come|
|Editors||Vivienne Bozalek, Michalinos Zembylas, Siddique Motala, Dorothee Holscher|
|Publication status||Published - 13 Apr 2021|