The affective dimensions of refusal in higher education decolonization: pedagogical implications*
Date
2024
Authors
Zembylas, M.
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Mikulan, P.
Zembylas, M.
Zembylas, M.
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Book chapter
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Source details - Title: Working with theories of refusal and decolonization in higher education, 2024 / Mikulan, P., Zembylas, M. (ed./s), Ch.2, pp.28-44
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Abstract
The questions driving this chapter are: What sort of affective (dis)investment is needed in higher education to refuse the colonial university? How can educators and students in higher education invent “pedagogies of refusal” that function affectively to challenge colonial futurity? What do pedagogies of refusal look like? This chapter theorizes refusal as an affective practice which produces political effects and desires that challenge normative manifestations of power and control. It is argued that refusal may constitute a fruitful avenue towards decolonization of higher education, because it directs attention to the affective (dis)investments from/in desires that can be fulfilled by the university. To this end, the chapter suggests that if the aim is to disrupt the seductive workings of colonial power in its most intimate dimensions, then it is crucial to invent pedagogies that engage with the affective (dis)investments of students and educators in colonial relations.
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Copyright 2024 individual chapters, the contributors