Le point de départ de l’intervention consistait à rendre des pédagogies empreintes de justice sociale et de lutte contre le racisme, par le biais de l’expérimentation. Nous avons rendu possible et étudié une collaboration entre nos classes, l’une d’initiation en système d’information géographique (SIG) en Afrique du Sud et l’autre d’une classe de composition aux États-Unis. We conclude with some thoughts on pandemic pedagogy in an unequal world.ĭans cet article, nous nous penchons sur une intervention intercontinentale et interdisciplinaire qui a réuni des étudiants sud-africains et américains positionnés de façon différente. Our transdisciplinary activism allows us to harness the positivity of difference to trouble binaries. We find that analysis of dualisms can highlight racist hauntings, and can also provide guidance on how to flatten hierarchies. 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 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 link the concept of hauntology to Plumwood’s ( 1993) theorization of dualisms. Drawing on posthumanist, feminist, and new materialist theory, we investigate the hauntings of several prejudices and stereotypical tropes that foster racism.

The point of departure of the intervention was to service socially just and anti-racist pedagogies through experimentation.

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. In this paper, we report on an intervention across continents and disciplines that brought together differently positioned students in South Africa and the USA.

Moral Boundaries Redrawn by G Olthuis