This book uses the overlapping approaches of political care ethics and feminist posthumanism as a lens to focus on the notions of privileged irresponsibility, responsibility and response-ability within the context of higher education and as it pertains to the issues of colonialism/decolonisation, pandemics and the climate crisis. The book will appeal to scholars in the field of higher education as well as to those in several other fields, such as ecology, gender studies, sociology, philosophy, and political science.

Care ethics first emerged as an attempt to decenter ethics; feminist scholars like Carol Gilligan argued that women’s moral experiences were not reflected in the dominant, masculinist approaches to ethics, which were centered on a rational, disembodied, atomistic moral subject. Care ethics challenged this model by positing ethics as relational, contextualized, embodied, and realized through practices rather than principles. Over the past decades, many care ethics scholars have sought to further this project by considering care politically and epistemologically, in relation to various intersecting hierarchies of power and knowledge. This book advances this project by discussing the ways care ethics contributes to the decentering of dominant epistemologies and to the challenging of privilege and by considering how to decenter care ethics itself via an encounter with non-Western philosophical traditions and alternative epistemologies. Written by scholars from different countries, disciplines, and intellectual traditions, the volume offers original care ethics contributions on epistemic injustice, privileged irresponsibility, ecofeminism, settler colonialism, social movements such as BLM, and various racialized and gendered inequities tied to care work.

This book elaborates on the concept of response-ability. Although the notion is becoming popular in organization and management studies to talk about the ethical dimension of academic practices and research work, it has been formulated outside this discipline with Joan Tronto, Donna Haraway, Vinciane Despret, and Karen Barad as key authors. This book honors the foundational contribution of these scholars and their legacy. This book adopts a feminist posthumanist definition of response-ability as an iterative and emergent process that unfolds within embodied relations and through academic practices. A response-able academic practice intertwines personal reflexivity and critical analysis of the politics underlying our ways of knowing and doing in academia. Furthermore, a response-able approach requires us, as researchers, to pay attention to the consequences of our research practices through which multiple encounters are made possible (or impossible). By offering empirical examples and theoretical elaborations, this book invites students, researchers, and practitioners to find ways of embodying response-ability when generating knowledge.

Hydrofeminist Thinking with Oceans brings together authors who are thinking in, with and through the spaces of ocean/s and beaches in South African contexts to make alternative knowledges towards a justice-to-come and flourishing at a planetary level. Primary scholarly locations for this work include feminist new materialist and post-humanist thinking, and specifically locates itself within hydrofeminist thinking. Together with a foreword by Astrida Neimanis, the chapters in this book explore both land and water with oceans as powerfully political spaces, globally and locally entangled in the violences of settler colonialism, land dispossession, slavery, transnational labour exploitation, extractivism and omnicides. South Africa is a productive space to engage in such scholarship. While there is a growing body of literature that works within and across disciplines on the sea and bodies of water to think critically about the damages of centuries of colonisation and continued extractivist capitalism, there remains little work that explores this burgeoning thinking in global Southern, and more particularly South African contexts. South African histories of colonisation, slavery and more recently apartheid, which are saturated in the oceans, are only recently being explored through oceanic logics. This volume offers valuable Southern contributions and rich situated narratives to such hydrofeminist thinking. It also brings diverse and more marginal knowledges to bear on the project of generating imaginative alternatives to hegemonic colonial and patriarchal logics in the academy and elsewhere. While primarily located in a South African context, the volume speaks well to globalised concerns for justice and environmental challenges both in human societies and in relation to other species and planetary crises. The chapters, which will be of interest to scholars, activists and other civil society stakeholders, share inspiring, rich examples of diverse scholarship, activism and art in these contexts, extending international scholarship that thinks in/on/with ocean/s, littoral zones and bodies of water. The book offers ethico-political perspectives on the role of research in ocean governance, policy development and collective decision-making for ecological justice. This book is suitable for students and scholars of post-qualitative, feminist, new materialist, embodied, arts-based and hydrofeminist methods in education, environmental humanities and the social sciences.

Postsecondary language classrooms perpetuate racial discrimination and linguistic inequalities, posing a significant problem for racialized students who face institutional barriers and erasure of their linguistic identities. Interrogating Race and Racism in Postsecondary Language Classrooms, edited by Xiangying Huo and Clayton Smith, offers a transformative solution by confronting deeply ingrained racism, linguicism, and neo-racism in language education. Through an intersectional lens, the book exposes these issues and provides practical strategies to combat injustice, fostering inclusive learning environments. With topics ranging from power dynamics to anti-oppressive pedagogies, the book equips readers with tools to effect meaningful change. By amplifying marginalized voices and emphasizing anti-racist and anti-colonial practices, it empowers educators and policymakers to dismantle oppressive systems. This comprehensive resource has the potential to reshape language classrooms and create equitable educational landscapes that value diverse linguistic and cultural backgrounds, contributing to a more just and inclusive society.

In a global context of growing inequality and socio-environmental crises, Equity in Higher Education considers the issues and challenges for progressing an equity agenda. It advances a unique multidimensional framework based on theoretical and conceptual threads, including critical, feminist, decolonial, post-structural, and sociological discourses. It also provides readers with the sophisticated insights and tools urgently needed to challenge long-standing, entrenched, and insidious inequalities at play in and through higher education. Written as a form of a pedagogical interaction, and addressing nuanced temporal and spatial inequalities, this key resource will be of value to policymakers, practitioners, educators, and scholars committed to progressive and groundbreaking approaches that can engage the ongoing challenges of transforming higher education towards more just realities.

This book makes an important contribution to ongoing debates about the epistemological, ethical, ontological and political implications of relational ethics in higher education. By furthering theoretical developments on the ethics of care and critical posthumanism, it speaks to contemporary concerns for more socially just possibilities and enriched understandings of higher education pedagogies. The book considers how the political ethics of care and posthuman/new feminist materialist ethics can be diffracted through each other and how this can have value for thinking about higher education pedagogies. It includes ideas on ethics which push those boundaries that have previously served educational researchers and proposes new ways of conceptualising relational ethics. Chapters consider the entangled connections of the linguistic, social, material, ethical, political and biological in relation to higher education pedagogies. This topical and transdisciplinary book will be of great interest for academics, researchers and postgraduate students in the fields of posthuman and care ethics, social justice in education, higher education, and educational theory and policy.

The literature on higher education discusses globalization and internationalization in areas such as competencies, mobility, policies, and knowledge transfer. The COVID-19 pandemic and advancing educational technologies have prompted universities to rethink education, leading to innovative ways for teacher educators and students to connect and learn virtually. Educators and administrators are seeking to advance their teaching through intercultural partnerships and relevant models to improve the quality of education through international connections. The current global situation has also prompted the need to further knowledge of communication technologies. Encouraging Transnational Learning Through Virtual Exchange in Global Teacher Education aims to provide resources and recommendations for global teacher educators, practitioners, researchers, and pre-service and in-service teachers on developing international virtual exchange programs in teacher education. The book aims to showcase effective online pedagogies, provide practical values of online collaborative teaching and learning, and connect theory to practice in critical global citizenship, digital literacies, and teacher development. Led by educators and researchers in teacher education programs involved in virtual exchange partnerships and research, the book shares implications for teacher development with an international component based on shared studies. The book will be a resource for connecting international partners and efforts to internationalize institutions. Covering topics such as virtual exchanges, collaborative online international learning (COIL), telecollaboration, and global education, this book is ideal for international teachers, teacher trainers, students, and researchers interested in collaborative online international learning (COIL).

Just Traveling celebrates overcoming distance and seeking difference as defining human traits. Following the scriptural witness of God as the Earthroamer, the book explores the liminal qualities of traveling through six movements: anticipating, leaving, surrendering, meeting, caring, and returning. To travel is to move at the speed of being present to one's experiences, bridging distance and difference through acts of care. Drawing on personal experience as well as the wisdom of theology, anthropology, psychology, philosophy, and cultural studies, Hamman reimagines travel in a welcoming and beautiful, yet also complex and troubled world. Whether leaving home serves our wanderlust and curiosity or has personal or spiritual purposes; whether we travel a few miles or cover vast distances, we travel best when we contribute to human flourishing. Care--the compassionate reaching out to someone or something--is the practice that allows one to travel differently. The spirituality of roads is filled with hopeful restorative potential, and life is best lived with the Earthroamer.

Teaching Gender: Feminist Pedagogy and Responsibility in Times of Political Crisis addresses the neoliberalization of the university, what this means in real terms, and strategic pedagogical responses to teaching within this context across disciplines and region. Inspired by bell hooks’ "transgressive school" and Donna Haraway’s "responsibility", this collection promotes a politics of care within the classroom through new forms of organizational practices. It engages with the challenges and possibilities of teaching students about women and gender by examining the multiple pedagogical, theoretical, and political dimensions of feminist learning. The book revisits how we can reconfigure a feminist politics of responsibility that is able to respond to or engage with contemporary crises. It also conceptualizes crisis and explains how it is transforming contemporary societies and affecting individual vulnerabilities and institutional structures. Finally, it offers practical cases from different European locations, in which crisis and responsibility have served to reformulate contemporary feminist pedagogies, altering curriculums, reframing institutions, and affecting the process of teaching and learning.