How Did ‘We’ Become Human in the First Place? Entanglements of Posthumanism and Critical Pedagogy for the Twenty-First Century
This chapter critiques the legacy of humanisms operating since the birth of Da Vinci’s Vitruvian Man, with particular reference to higher education. Re-imagining higher education away from ‘Vitruvianisms’, the author states, is an act of posthuman (re)storymaking. How can new stories of how ‘we’ became human in the first place become a key feature of pedagogic thinking vital for the development of twenty first century teaching and learning? The author draws on key moments from the works of Haraway, Barad, hooks and others to propose a new re-imagining of higher education that calls into question the humanisation of knowledge-making in the academy.
KeywordsVitruvian man Posthuman (re)storymaking Higher education Pedagogy Knowledge
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