(University of the Western Cape, 2018) Motala, Siddique; Bozalek, Vivienne
This study is located in engineering education at a South African university of technology,
and is theorised using relational ontologies such as critical posthumanism, feminist new
materialism and non-representational theory. It explores the potential of a digital storytelling
intervention in an undergraduate geomatics diploma programme. Geomatics qualifications in
South Africa are critiqued for their embedded humanism and subtle anthropocentrism despite
attempts at post-apartheid curricular reform. Additionally, these qualifications are focused on
technical content, and heavily influenced by Western knowledges.