Critical posthumanism in geomatics education: A storytelling intervention

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dc.contributor.advisorBozalek, Vivienne
dc.contributor.authorMotala, Siddique
dc.date.accessioned2018-08-07T12:20:08Z
dc.date.accessioned2024-04-18T10:02:33Z
dc.date.available2018-08-07T12:20:08Z
dc.date.available2024-04-18T10:02:33Z
dc.date.issued2018
dc.descriptionPhilosophiae Doctor - PhD (Post-School Studies)
dc.description.abstractThis 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.
dc.identifier.urihttps://hdl.handle.net/10566/11944
dc.language.isoen
dc.publisherUniversity of the Western Cape
dc.rights.holderUniversity of the Western Cape
dc.subjectGeomatics
dc.subjectPosthumanism
dc.subjectSocially just pedagogy
dc.subjectDecolonisation
dc.subjectCartography
dc.subjectDigital storytelling
dc.subjectHigher education
dc.subjectSouth Africa
dc.subjectDualisms
dc.subjectEthics
dc.titleCritical posthumanism in geomatics education: A storytelling intervention

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Philosophiae Doctor - PhD (Post-School Studies)