Critical Studies in Teaching and Learning (CriSTaL) 2020-10-19T16:24:40+00:00 Daniela Gachago Open Journal Systems <p>Critical Studies in Teaching and Learning is a peer-reviewed journal that publishes scholarly articles and essays that describe, theorise and reflect on teaching and learning practice in higher (university) education continentally and globally. The editors welcome contributions that are critical and well-researched, whether they are analytical, theoretical or practice-based, as well as contributions that deal with innovative and reflective approaches to higher education teaching and learning. We are particularly interested in articles that have relevance to the South African educational context.</p> <p>&nbsp;</p> Editorial 2020-10-19T16:19:05+00:00 Vivienne Bozalek Nike Romano 2020-09-30T00:00:00+00:00 Copyright (c) 2020 Vivienne Bozalek, Nike Romano Radical Pedagogies and Metamodelings of Knowledge in the Making 2020-10-19T16:24:40+00:00 Erin Manning <p>In an echo of propositions for transdisciplinarity written by Guattari and Vilar in the 1960s, this piece turns around the question of radical pedagogy, transdisciplinarity and metamodelling. In so doing, it challenges normative modes of knowledge and makes a plea for neurodiverse and decolonial modes of living and learning.</p> 2020-09-26T00:00:00+00:00 Copyright (c) 2020 Erin Manning Thinking-with-drawing: wandering/wondering through Manning’s text 2020-10-19T16:19:36+00:00 Nike Irene Romano <p class="p1">This paper tracks the various iterative responses that were generated through my thinking-making with Erin Manning’s keynote address entitled <em>Radical Pedagogy as an attunement to what seeds a thinking in the act</em> that was delivered at the 10th Annual New Materialism conference, held at the University of the Western Cape (UWC) on 2–4 December 2019. These responses include drawing-with and speaking-with Manning’s text in an attempt to trouble the dominance of language and its limitations.</p> 2020-09-30T00:00:00+00:00 Copyright (c) 2020 Nike Irene Romano Place-based disruptions of humanism, coloniality and anti-blackness in early childhood education 2020-10-19T16:22:39+00:00 Fikile Nxumalo <p>This essay engages with the generative potentials and necessity of attunement to place in education. I focus in particular on what bringing Indigenous and Black feminisms and feminist new materialisms into conversation, might mobilize towards unsettling the anthropocentric, colonial and anti-black inheritances of early childhood education. I situate my engagements with place within ongoing and intensifying anthropogenic environmental precarity that underline the imperative of more relational ways of living and learning in always already more-than-human worlds. In bringing feminist new materialisms into conversation with Indigenous and Black feminisms, I am interested in mobilizing relationalities that unsettle human centeredness while also disrupting the universalization of the category of the human.</p> 2020-09-26T00:00:00+00:00 Copyright (c) 2020 Fikile Nxumalo A Place-based response to Fikile Nxumalo 2020-10-19T16:21:37+00:00 Siddique Motala <p>A response to Fikile Nxumalo's keynote presentation at the 10th Annual New Materialisms Conference in Cape Town in December 2019.</p> 2020-09-26T00:00:00+00:00 Copyright (c) 2020 Siddique Motala Why trust science in a trickster world of absolute contingency? The speculative force of mathematical abstraction 2020-10-19T16:20:37+00:00 Liz De Freitas <p>This paper explores how new materialisms and a new climatic regime complicate the nature of science under post-truth conditions. My focus is on the limits of relationality, while pursuing a fruitful and promiscuous speculation. I venture into this topic by exploring the power of speculative fiction to help us imagine and re-craft a ‘science’ adequate to pluralistic posthuman ecologies.</p> 2020-09-26T00:00:00+00:00 Copyright (c) 2020 Liz De Freitas Toward a Speculative Pedagogy 2020-10-19T16:23:09+00:00 Delphi Carstens <p>In opening itself to the equivocal nature of materiality a speculative pedagogy might succeed in generating hopes for more liveable futures. The kinds of endeavours that times of uncertainty call for are by no means straightforward, calling, as I argue along with Elizabeth de Freitas (2020) writing in this volume, for a trickster modality and a bewildering pedagogy. The Anthropocene or Capitalocene are terms that capture the slippery nature of the crisis-riven present. Laden with ambiguity, contradiction and destruction, these descriptors also embody strange promises and afterlives. Beyond problematic present/futures produced by humans only for themselves lie intimate and uncanny <em>sympoieses</em>, world-buildings and meaning-makings with non-human others and more than human processes. In accounting for these as well as for the already entangled material conditions of our time, HE pedagogy needs to pay attention to the trickster-nature of cognition itself; a task to which the genre of science-fiction/speculative fabulation (SF) is primed.</p> 2020-09-26T00:00:00+00:00 Copyright (c) 2020 Delphi Carstens Redress at a higher education institution 2020-10-19T16:21:07+00:00 Elmarie Costandius Amelda Brand Gera De Villiers <p>A visual redress project was launched with various artworks installed on campus, but it became clear that the erecting of these sculptures does not, on its own, provide a means to address structural injustices. A more embodied way of engagement was needed and workshops using art and performance were introduced where lecturers, students and community members worked through social, political and personal issues in a rhizomatic manner. The entanglement of art, performance, bodies and space, valued as equals, became a methodology and at each workshop the methodology changed as the space, bodies and materials changed. The methodology cannot be prescriptive, as it depends on the elements constituting it. The methodology became a dynamic, fluid and relational process.In this article, the various workshops are discussed and it is shown how concepts and methodology at each workshop emerged through the process.</p> 2020-09-26T00:00:00+00:00 Copyright (c) 2020 Elmarie Costandius, Amelda Brand, Gera de Villiers On our com(mon)passions: Entanglements of research, teaching practices, and institutional lives 2020-10-19T16:20:06+00:00 Macarena García-González Justyna Deszcz-Tryhubczak <p>This article takes the form of a conversation between two children’s literature scholars who are collaborating on a conceptual and methodological exploration of New Materialism for their field, children’s literature studies. Here, they address how this exploration of post-humanist and feminist materialist texts has reshaped not only their research and methodological approaches but also their institutional lives in Higher Education. In this conversation, the authors relate to the propositions for slow scholarship and response-able pedagogies, reflecting on their teaching practices and the mentoring of master and PhD students in their different geographical and institutional background, among other dimensions of what they call their “institutional selves”. Departing from Olga Cielemęcka and Monika Rogowska-Stangret’s (2015) concept of “com(mon)passions”, the authors propose a deeper engagement in the entanglements of thinking/feeling, teaching/learning and critical/creative as continuums that may open space for (new) modes of knowledge production that resist the pressure of neoliberal and positivist academia.</p> 2020-09-26T00:00:00+00:00 Copyright (c) 2020 Macarena García González & Justyna Deszcz-Tryhubczak Spatial enactments in emancipatory higher education pedagogies 2020-10-19T16:22:09+00:00 Dirk Postma <p>The focus on the role of space in social sciences provides new perspectives on the possibilities for emancipatory pedagogies in higher education. &nbsp;The posthumanist insight into heterogeneous agency draws attention to the agential roles of spaces. The implications of spatial agency are investigated through a superimposition of a spatial typology on Rancière’s emancipatory pedagogy. A spatial typology from the social studies of science distinguishes between regional, network, fluid and fire spaces. Whereas banking education could be associated with regional spaces, progressive and critical pedagogies are closer to fluid spaces. In contrast, it is shown how the emancipatory pedagogy of R. is made possible through the interference of regional and fire spaces. The spatial analysis draws on the powerful effects of interferences (or diffractions). The significant finding of this investigation is that the possibility for emancipation is not ascribed to the spaces as such, but to the interference of regional-and fire spaces. Powerful effects are possible when regional spaces enable an awareness of the equality of intelligence and fire spaces the transformation of the world</p> 2020-09-26T00:00:00+00:00 Copyright (c) 2020 Dirk Postma Digital slow 2020-10-19T16:24:10+00:00 Anne Beate Reinertsen <p>Our digital society and education systems are produced simultaneously constrained within powerful political discourses. In Thomas Piketty’s latest book <em>Capital et Idéologie </em>(2019) he claims that the <em>brahmanization</em> of left-wing parties and policies is one of the most prominent features of our times. Brahmans forward middle class values and draw voters from the well-educated middleclass. They reduce focus on distribution issues and instead focus on values anchored in the self-assertive asceticism of the educational elite, ultimately turning into carriers of a middleclass moralism estranged from the working classes. Left-wing right-wing divisions in politics therefore no longer express divisions between classes. Rather, a rivalry between money elites and educational elites.</p> <p>&nbsp;</p> <p>This article is a critique of discursive production of policies and offers a view of digitalization and/of education produced through zetetic or curious wild science, productive doubts and slow scholarships. Focus is the becoming child infused with immanent life. Pragmatic work and pedagogics within different discourses through zetetic inquiry and affect. We tend to think that digitalization and digitalized systems of Machine Learning (ML) and Artificial Intelligence (AI) are effective, saving time and resources. I claim that they actually require more. Require more resources, efforts and time, more and profound relations and care, more and other connectivities, more collaboration and communication, more and other pedagogics. Requiring new norms of iterative difference that is, as all there is always, but as something eternal affectively traversing time and place. Something imperceptible, affirmative, particular and universal. Instead, of asking how we work with and use digital tools and programs ask why and when we work with and use such tools? Such norms and pedagogics cannot be written in traditional conceptual languages of logics and causality.&nbsp; They need concepts and genres that are vibrating with potentialities, not positivist representation.</p> <p>&nbsp;</p> 2020-09-26T00:00:00+00:00 Copyright (c) 2020 Anne Beate Reinertsen Sympoiesis “becoming with and through each other”: Exploring collaborative writing as emergent academics. 2020-10-19T16:23:40+00:00 Karen Collett Carolien Van den Berg Belinda Verster <p>This paper explores our journey as three female academics as we collaboratively engage in the process of writing for scholarly publication. We read our experience through Tronto’s (2013) political Ethic of Care (EoC), Slow scholarship (Bozalek, 2017) and Sympoiesis (Haraway, 2016). Informed by Barad’s (2007) relational ontology of space~time~mattering we explore our process of collaborative writing. We trace our journey as emerging scholars in different environments and through different modalities and material entanglements.</p> <p>The paper contributes to an understanding of how emerging academics can find and create opportunities to develop their scholarly practice through collaborative sympoietic relationships. We show that through an engaged and sustained Slow scholarship we were able to claim space and time to enliven our creativity and joy. This empowered us to meaningfully assert ourselves within the context of a neoliberal academic environment. Furthermore this enabled us to reimagine how socially just practices of scholarly writing could be realised in the ‘belly of the beast’.</p> 2020-09-26T00:00:00+00:00 Copyright (c) 2020 Karen Collett, Carolien van den Berg & Belinda Verster