Notes on Contributors Acknowledgements Foreword by Rosi Braidotti, Utrecht University, The Netherlands Introduction Vivienne Bozalek, University of the Western Cape, South Africa, Michalinos Zembylas, Open University of Cyprus, Cyrus, and Tamara Shefer, University of the Western Cape, South Africa Section 1: Theoretical Perspectives Chapter 1. '#Itmustallfall, or, Pedagogy for a People to Come’ Chantelle Gray van Heerden, University of South Africa, South Africa Chapter 2. ‘Feminism and Feminist Studies in Neoliberal Times: Furthering Social Justice in Higher Education Curricula’ Rosemarie Buikema Utrecht University, The Netherlands and Kathrin Thiele, Utrecht University, The Netherlands Chapter 3. ‘Practicing reflection or Diffraction? Implications for Research Methodologies in Education’ Vivienne Bozalek, University of the Western Cape, South Africa and Michalinos Zembylas Open University of Cyprus, Cyrus Chapter 4. ‘The Politics of Animality and Posthuman Pedagogy’ Delphi Carstens, University of the Western Cape, South Africa Section 2: Ethics and Response-ability in Pedagogical Practices Chapter 5. Each Intra-Action Matters: Towards a Posthuman Ethics for Enlarging Response-ability in Higher Education Pedagogic Practice-ings Carol A. Taylor, Sheffield Hallam University, UK Chapter 6. 'A Pedagogy of Response-ability' Vivienne Bozalek, University of the Western Cape, South Africa, Abdullah Bayat, University of the Western Cape, South Africa, Daniela Gachago, Cape Peninsula University of Technology, South Africa, Siddique Motala, University of the Western Cape, South Africa, and Veronica Mitchell, University of Cape Town, South Africa Chapter 7. ‘Me Lo Dijo Un Pajarito - Neurodiversity, Black Life and the University As We Know It’ Erin Manning, Concordia University, Canada Chapter 8. ‘An Ethico-Onto-Epistemological Pedagogy of Qualitative Research: Knowing/Being/Doing in the Neoliberal Academy' Candace R. Kuby, University of Missouri, USA and Rebecca C. Christ, University of Missouri, USA Section 3: ‘Locating Social Justice Pedagogies in Diverse Contexts’ Chapter 9. ‘Finding Child beyond ‘Child’: a Posthuman Orientation to Foundation Phase Teacher Education in South Africa’ Karin Murris, University of Cape Town, South Africa and Kathryn Muller, University of Cape Town, South Africa Chapter 10. ‘Embodied Pedagogies: Performative Activism and Transgressive Pedagogies in the Sexual and Gender Justice Project in Higher Education in Contemporary South Africa’ Tamara Shefer, University of the Western Cape, South Africa Chapter 11. ‘Narrative Vases as Markers of Subjectivity, Agency and Voice: Engaging Feminist Pedagogies Within the Context of #feesmustfall’ Nike Romano, University of Cape Town, South Africa Chapter 12. ‘Thebuwa and a Pedagogy of Social Justice: Diffracting Multimodality through Posthumanism’ Denise Newfield, University of the Witwatersrand, South Africa Index

Continuing the most exciting and challenging histories of engaged feminist thought, the chapters in Socially Just Pedagogies grapple with the lived histories of inequality—structured by race, gender, sexuality, coloniality, and age—and use specific sites of educational struggle as occasions to test and transform the ways we understand materiality, subjectivity, and most importantly the social. Without ever losing touch with the intra-human violences that structure global relations, the authors forcefully re-imagine pedagogy as always more-than-human. This incredible book makes the case that feminist education is constitutively materialist and nonhumanist, and that new materialist politics are inescapably pedagogical.