Critical posthumanism in geomatics education: A storytelling intervention

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Date

2018

Journal Title

Journal ISSN

Volume Title

Publisher

University of the Western Cape

Abstract

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.

Description

Philosophiae Doctor - PhD (Post-School Studies)

Keywords

Geomatics, Posthumanism, Socially just pedagogy, Decolonisation, Cartography, Digital storytelling, Higher education, South Africa, Dualisms, Ethics

Citation