Higher Education Hauntologies considers how higher education might benefit from thinking about Derrida’s notion of hauntology and its implications for a justice-to-come. It contributes to the imperative to rethink the university across and with/in global geopolitical spaces and thus, has appeal for both Southern and international contexts.
The book includes ideas which push boundaries that previously served higher education teachers and scholars and proposes new imaginaries of higher education. Additionally, the collection makes a contribution to ongoing debates about the epistemological, ethical, ontological and political implications of hauntology in higher education policies and practices, particularly in line with contemporary concerns for more socially just possibilities and visions in higher education.
This book will be of great interest for academics, researchers and postgraduate students of posthumanism and new materialism who are looking for new perspectives to engage with, and for those who are concerned about a justice-to-come in education, higher education, and educational theory and policy.
Table of Contents
Vivienne Bozalek, Michalinos Zembylas, Siddique Motala and Dorothee Hölscher
1 A Pedagogy of Hauntology: Decolonizing the Curriculum with GIS
Michalinos Zembylas, Vivienne Bozalek and Siddique Motala
2 Just(ice) Do It! Re-membering the past through co-affective aesthetic encounters with art/history
3 Shooting the elephant in the (prayer) room: Politics of moods, racial hauntologies, and idiomatic diffraction
Kirsten Hvenegård-Lassen & Dorthe Staunæs
4 A specter is haunting European higher education – the specter of neo-nationalism
5 Sea hauntings and haunted seas for embodied place-space-mattering for social justice scholarship
6 Reconciliation and Education: Artistic Actions and Critical Conversations
7 Self as Ghost: Haunting whiteness in Lizza Littlewort’s painting
Lize van Robbroeck
8 A Posthuman Hauntology for the Anthropocene: The Spectral and Higher Education
9 Pedagogy of hauntology in language education: Re-signifying the Argentine dictatorship in higher education
10 Being Haunted by—and Reorienting toward—What ‘Matters’ in Times of (the COVID-19) Crisis: A Critical Pedagogical Cartography of Response-ability
11 Higher education hauntologies and spacetimemattering: Response-ability and non-innocence in times of pandemic
Vivienne Bozalek and Dorothee Hölscher
Vivienne Bozalek is Emerita Professor at the Department of Women’s and Gender Studies at the University of the Western Cape and Honorary Professor at the Centre for Higher Education, Research, Teaching and Learning (CHERTL) Rhodes University, South Africa.
Michalinos Zembylas is a 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.
Siddique Motala is a Senior Lecturer in the Department of Civil Engineering at the University of Cape Town, South Africa.
Dorothee Hölscher is a Lecturer in the School of Human Services and Social Work, Griffith University, and a research associate with the Department of Social Work, University of Johannesburg, South Africa.
"This stirring collection of essays is uncannily brilliant at bringing all manner of specters into the light. Entangled with more-than-human histories, matter, and atmospheres, these authors reveal the ways that higher education can hold us accountable for the ongoing unfolding of futures less ghastly than our present and its pasts."
Dr. Gregory J. Seigworth, editor of Capacious: Journal for Emerging Affect Inquiry and co-editor of the Affect Theory Reader (2010, Duke University Press)
"Higher Education Hauntologies is a very timely volume, forcefully posing very urgent questions about new pedagogies for justice-to-come. How to meet the spectres of social inequalities, injustice, violence, colonial appropriation which haunt higher education worldwide? The contributors’ shared inspiration from new materialism and posthumanist thought, and their diverse geopolitical locations make the book a uniquely new and very refreshing contribution to the discussion about much needed transformations of higher education."
Nina Lykke, Prof. Em., Dr. Phil., Linköping University, Sweden