Subversive Pedagogies : Radical Possibility in the Academy book cover
1st Edition

Subversive Pedagogies
Radical Possibility in the Academy

ISBN 9781032108148
Published November 30, 2021 by Routledge
244 Pages 22 B/W Illustrations

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Book Description

This interdisciplinary volume examines the place of critical and creative pedagogies in the academy and beyond, offering insights from leading and emerging international theorists and scholar-activists on innovative theoretical and practical interventions for the classroom, the university, and the public sphere.

Subversive Pedagogies draws attention to creative and critical pedagogies as a resource for engaging pressing problems in global politics. The collection explores the radical potential of pedagogy to transform students, scholars, citizens, and institutions. It brings together scholars and students from a range of disciplinary backgrounds, including international relations, political science, indigenous studies, feminist theory, and theatre studies, as well as practitioners in theatre and the arts. These diverse voices explore innovative pedagogical practices that extend our understanding of where pedagogy happens, invite critical assessment of the ways the neoliberal university shapes and restricts pedagogical engagement, and offer both theoretical and practical tools to explore more creative and broader understandings of what pedagogy can and should do.

The book will appeal to scholars and students from a range of disciplinary backgrounds, including international relations, political science, indigenous studies, feminist theory, theatre studies, and education theory, as well as practitioners in theatre and the arts.

Table of Contents

Foreword by Brent J. Steele, University of Utah

Part I. Institutional Constraints and Possibilities

Chapter 1: Reflections toward a Transformative Movement for Radical Democratic and Ecological Pedagogy

Romand Coles

Chapter 2: Tūnga ki te marae, tau ana: Culturally Transformative Learning in Universities

Karyn Paringatai (Ngāti Porou) and Marcelle Wharerau (Ngāti Ranginui, Ngaiterangi)

Chapter 3: Responding to the Neoliberal University: Against Melancholic ‘Wellbeing’ and Towards Mourning

Hayley Rata Heyes

Part II. Radical Possibilities Within the Classroom

Chapter 4: Pupils Dilated: Towards a Pedagogy of Emergence

Naeem Inayatullah

Chapter 5: Uncertain Pedagogies: Cultivating Micro-Communities of Learning

Kate Schick

Chapter 6: ‘To Read What Was Never Written’: Embracing Embodied Pedagogies

Claire Timperley

Chapter 7: Virtual War

Tom Gregory and James Nicol

Part III. Beyond the Academy: Creative and Activist Engagement

Chapter 8: Solidarity is a Verb: Teaching Development Activism on Stolen Territory

Ajay Parasram

Chapter 9: Thinking Again with Captain Cook

Emily Beausoleil and Jo Randerson

Chapter 10: The Emotional Expression of Solidarity: The Subversive Potential of Collective Emotions In and Beyond the Classroom

Amanda Russell Beattie, Gemma Bird, Patrycja Rozbicka and Jelena Jelena Obradovic-Wochnik

Chapter 11: They Want Our Bodies But They Don’t Want Us

Mīria George (Ngāti Kearoa, Ngāti Tuara, Aotearoa New Zealand; Tumutevarovaro, Enuamanu, Cook Islands)

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Kate Schick is Senior Lecturer in International Relations at Te Herenga Waka – Victoria University of Wellington, Aotearoa New Zealand.

Claire Timperley is a Lecturer in Political Science at Te Herenga Waka – Victoria University of Wellington, Aotearoa New Zealand.


"What does it mean to educate from multiple perspectives? This evocative and necessary collection addresses those who want to teach outside of traditional historical assumptions. Subversive Pedagogies highlights the complexities of colonialism, treaties, land, dispossession, gender, activism, and change when dominant educational systems explore their own iniquities and oppressions in the classroom. At times, such teaching proves futile; it also proves essential. From the powerlessness of being a student to the embodiment of being a professor, from building alliances with Mi’kmaq water protectors to creative truth-telling about the occupation of Māori lands, from transforming the pedagogical frameworks of the classroom to building justice in unjust institutions, the complexity and honesty of these essays provide an invaluable guide for the committed teacher. The book demonstrates how to work within neoliberal and imperial institutions, illustrating how their strategies and experiences can transform our very understanding of education’s possibilities."

Kennan R. Ferguson, University of Wisconsin, Milwaukee, USA.

"This book breathes back sinews and flesh onto the exhausted bones of pedagogies in Higher Education. It asks, can these bones of broken, cartesian pedagogies live? And it then finds answers in places where vulnerability is held safely; where visions are embodied, where failure is a finding and where young and old may dream dreams of relation and joy. It is a life-giving book for draining times. Can these bones live? Read and find out how?"

Alison Phipps, UNESCO Chair for Refugee Integration through Languages and Arts, University of Glasgow, Scotland.

"This edited collection affirms that to teach global politics rigorously is to teach it subversively, and that to do so might require pedagogies that embrace joy and love. This is a much needed book that will help us to find our way through and beyond present-day managerial and reactionary assaults on university teaching worldwide."

Robbie Shilliam, Johns Hopkins University, USA.

"In a moment when so much of the learning needed to midwife the flourishing of non-colonial, non-capitalist forms of life is being suffocated by the ongoing project of colonial modernity, this book shows how subverting its deadly logics is a way of ‘drawing breath’ with other possibilities. Vibrant examples of embodied, relational and place-based pedagogies both within and beyond universities from around the world open onto an expanded landscape of activism that reveals already-existing spaces of possibility within the system and gestures towards alternative futures."

Sarah Amsler, University of Nottingham, UK.