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About the Project

This project seeks to bring together national and international experts from the arts, humanities, social and natural sciences, to investigate how a new theoretical framework - one that is grounded in critical posthumanism, the affective turn and socially just pedagogies can explain this injustice and inform decolonising postdevelopmental theories and practices in higher education. What will be examined in particular is how critical posthumanism could contribute towards a reconfiguration of childhood in the design and content of postcolonial curricula and research projects. It includes some internationally acclaimed experts and philosophers and early career emerging researchers, incl Karen Barad and Rosi Braidotti. More than 30 team members interact, share and disseminate ideas with each other and more broadly, through colloquia and writing workshops as well as social media and synchronous virtual meeting spaces.

 

See the post-human child manifesto below.

 

 

 

 

 

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CONTACT US

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Unhoming Pedagogies Workshop at UCT

August 7, 2019

What is play?

June 3, 2019

Childing and Co(labouring) at the AERA Conference in Toronto

April 12, 2019

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©2016 BY DECOLONIZING CHILDHOOD DISCOURSES: A CRITICAL POST-HUMANIST ORIENTATION IN HIGHER EDUCATION.