Ripples of Becoming-With: Co-creating a Postdisciplinary Module About Posthumanism

Catherine Bates
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Abstract

This article provides a diffractive reading of the second-year undergraduate university module on posthumanism that I teach. The module is designed specifically for mature students. I consider the “postdisciplinary” nature of the module, and think through the ways in which the module “becomes” through co-creation with the students. This involves a discussion of Braidotti’s (2019) notion of the posthuman university, Lykke’s (2018) conception of the postdisciplinary, and Barad’s (2007) and Haraway’s (2016) imperatives to (1) think-with, and (2) be response-able within multispecies communities. Using these ideas, I consider the unexpected directions in which the students take the module. I attend to how it changes through their entangled discussions. I share how I designed the module and its assessment and discuss some of the texts and issues we bring into our learning community. Throughout, I advocate for an affirmative approach to social justice in higher education pedagogy that acknowledges the partiality and situatedness of knowledge, recognizes interdependence, and the need for affinity.
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成为的涟漪:共同创造一个关于后人文主义的后学科模块
这篇文章对我所教的大学二年级后人文主义模块提供了一种衍射解读。该模块是专门为成人学生设计的。我考虑了模块的“后学科”性质,并通过与学生共同创造来思考模块“成为”的方式。这涉及到对Braidotti(2019)的后人类大学概念,Lykke(2018)的后学科概念,以及Barad(2007)和Haraway(2016)的必要性的讨论(1)思考,(2)在多物种社区中负责。利用这些想法,我考虑了学生们在这个模块中意想不到的方向。我通过他们纠缠在一起的讨论来关注它是如何变化的。我分享了我是如何设计这个模块的,以及它的评估,并讨论了一些我们带到学习社区的文本和问题。在整个过程中,我提倡在高等教育教学中采取积极的方法来实现社会正义,承认知识的偏见和情境性,认识到相互依赖性和亲和力的必要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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