Bozalek, VivienneBayat, AbdullahMotala, SiddiqueMitchell, VeronicaGachago, Daniela2016-09-072016-09-072016Bozalek, V. et al. (2016). Diffracting socially just pedagogies through stained glass. South African Journal of Higher Education, 30(3): 201-2181753-5913http://hdl.handle.net/10566/2402http://dx.doi.org/10.20853/30-3-647This article emerges from our relationship with Theo Combrinck, a colleague, a passionate social and academic activist, a recovering addict and a PhD student, who left our living space during 2014 - a death that was unexpected yet a consequence of an iterative desire to end a troubled/ing life. The intensity of Theo's physical absence retains a vibrant presence and continues to intra-act with us as we consider socially just pedagogies. Theo's work lives on through memories, audio recordings and different forms of texts written by him, all representing his views of socially just pedagogy. Our entanglements with Braidotti's posthuman and Barad's diffractive methodologies shape our understandings of the past and present intra-actions with Theo in time and space. The generative process of our individual and collective becomings through Theo illustrate how the collaborative energy of co-constituted relationships contribute an affective response towards developing socially just pedagogies.enThis journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.PedagogySocial justiceHigher educationArticle