Posthuman and Political Care Ethics for Reconfiguring Higher Education Pedagogies

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.

• 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 CarolissenChapter 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

"This collection is a timely and nurturing gift to those struggling to keep care alive within increasingly deteriorating conditions of work, relations, and values in Higher Education. As we also face a more-than-human crisis threatening the already uncertain futures of people, societies and ecologies on this planet, developing a shared ground between a politics of care, critical pedagogies and posthumanist thought has never felt more vital. The generous interventions gathered in this volume offer rich conceptual propositions as well as inspiring experiences and stories from the ground, to stimulate new ways for teaching and scholarship, for learning practices and methodologies, that acknowledge and support the relational webs of care on which we all depend." Maria Puig de la Bellacasa, Associate Professor at the Centre for Interdisciplinary Methodologies, University of Warwick, UK and author of Matters of Care: Speculative Ethics in More than Human Worlds"This book rigorously addresses from different contemporary scholarships one of the highest challanges of our time, one of our most pressing philosophical and feminist concerns: the issue of care."Bracha L. Ettinger, artist, philosopher, training psychoanayst (WAP, NLS, TAICP), author of The Matrixial Borderspace"Care carries a weight, a responsibility. It is both worry and attunement to. It is caru – anxiety, sorrow, grief. It is karo – lament– and kara – trouble. Care, in this volume, risks this multilayering of sense, grappling with the uneasiness of a way of teaching that refuses to claim in advance how the living and learning happens. This is its wager: dwell in the cultivation of difference and respond to the tensions it reveals. Be in the lament, stay with the trouble. Be moved, be carried. This is what education needs today – that we become participants in a process that changes us, that attunes us to what exceeds us and the increasingly limited accounts of what else knowing can be."Erin Manning, Professor in the Faculty of Fine Arts, Concordia University, Canada