Jonker, Francois2023-06-192023-06-192023Jonker, F., 2023. Choreographic Cartographies with-in Learning: Towards response-ability in Higher Education Pedagogy. Scholarship of Teaching and Learning in the South, 7(1), pp.101-128.https://doi.org/10.36615/sotls.v7i1.298http://hdl.handle.net/10566/9117In this article, I seek to engage the liberatory impetus of critical pedagogies through an attentiveness to body-space-time so as to enrich the former with the notion of response-ability. Several learning activities are engaged within the context of a foundation year classroom of an Art School, to open up conceptions of the experiential nature of learning events and the ethico-onto-epistemological questions that emerge when foregrounding response-ability as a condition for learning-becoming. I have particular interest in notions of subjectivity, agency and affect, questioning how a new materialist reading of these concepts might serve to challenge representationalist conceptions of higher learning. I commence with a proposition: engage learning as an experience — through the processual potentialities of its in-act and prompt myself by drawing attention to the performativity of body-space-time cartographies and choreographies.enArts-based pedagogiesPerformativityCritical PedagogiesHigher educationChoreographic CartographiesArticle