Hauntings across the Divide: Transdisciplinary Activism, Dualisms, and the Ghosts of Racism in Engineering and Humanities Education

Autor/inn/en	Motala, Siddique; Stewart, Kristian D.
Titel	Hauntings across the Divide: Transdisciplinary Activism, Dualisms, and the Ghosts of Racism in Engineering and Humanities Education
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 21 (2021) 2, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Motala, Siddique)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1007/s42330-021-00153-7
Schlagwörter	Activism; Interdisciplinary Approach; Geographic Information Systems; Teaching Methods; Introductory Courses; Engineering Education; Intervention; Writing Instruction; International Cooperation; Educational Cooperation; Social Justice; Racial Bias; Feminism; Geography Instruction; Stereotypes; Educational Theories; Muslims; Blacks; Guidance; Power Structure; Pandemics; COVID-19; Foreign Countries; South Africa; United States + Suchen Sie Ihr Suchwort? Aktivismus; Politischer Protest; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Einführungskurs; Ingenieurausbildung; Schreibunterricht; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Soziale Gerechtigkeit; Racial discrimination; Rassismus; Feminismus; Geography education; Geography lessons; Geografieunterricht; Klischee; Educational theory; Theory of education; Bildungstheorie; Muslim; Muslimin; Black person; Schwarzer; Beratung; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; USA
Abstract	In this paper, we report on an intervention across continents and disciplines that brought together differently positioned students in South Africa and the USA. A collaboration between our classes--an introductory Geographic Information Systems (GIS) class in South Africa and a composition class in the United States--was facilitated and investigated by us. The point of departure of the intervention was to service socially just and anti-racist pedagogies through experimentation. Drawing on posthumanist, feminist, and new materialist theory, we investigate the hauntings of several prejudices and stereotypical tropes that foster racism. We link the concept of hauntology to Plumwood's (1993) theorization of dualisms. We then draw a cartography of geomatics education in South Africa, focusing on the subjectification of geomatics graduates in particular and engineering graduates in general. We then zoom to our collaboration, and focus on several interactions amongst the cohorts to show instances of hauntings that perpetuate anti-Black, anti-Muslim, and related silences. We find that analysis of dualisms can highlight racist hauntings, and can also provide guidance on how to flatten hierarchies. Our transdisciplinary activism allows us to harness the positivity of difference to trouble binaries. We conclude with some thoughts on pandemic pedagogy in an unequal world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01