What contributions can theoretical and philosophical frameworks of posthumanism and the affective turn make to review and renew technologically-mediated higher education critical and socially just pedagogies?
Sub Questions:
- How can critical posthumanism and the affective turn promote critical emotional reflexivity, relationality, social justice, postcolonialism and anti-racism in technologically-mediated higher education pedagogies?
- In what ways can posthumanism be used as a framework to harness the liberatory and transgressive potential of ‘emerging technologies’ for critical and socially just pedagogies in higher education?
- How may posthumanism and the affective turn be used to develop theories that are contextualised in the South and provide solutions to the problems faced in southern settings?
- In the context of the advanced state of neoliberal capitalism, what productive critiques and new ways of thinking about critical pedagogies in higher education can be provided by posthumanism?
- How can critical posthumanism and post-anthropocentrism assist to traverse and renew the humanities and social sciences with science, technology and environmental studies for critical higher education pedagogies?
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