Vivienne Bozalek

Vivienne Bozalek
University of the Western Cape | uwc · Department of Women and Gender Studies

PhD

About

216
Publications
133,836
Reads
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4,270
Citations
Additional affiliations
January 1989 - present
University of the Western Cape
Position
  • Director of Teaching and Learning, Professor of Social Work
Description
  • UWC is a higher education institution in Cape Town, South Africa

Publications

Publications (216)
Article
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In this article, we consider the debates in the field of psychology about the "posts" around two broad issues-that of "incom-mensurability" between qualitative research and post-qualitative inquiry, and tensions regarding method and methodology. We are largely in agreement that these systems of thought are so fundamentally different that they canno...
Article
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Our oceanic swimming practice began as part of the project of doing scholarship differently in contemporary South African post-apartheid contexts. Swimming-writing-reading not only enables different ways of doing inquiry but also prompts new ways of communicating environmental injustices as we face them in/with/through the ocean. We argue the value...
Article
The purpose of this article is to explore how teachers, scholars, and mentors teach postqualitatively in diverse ways. Teaching postqualitatively does not easily conform with the delivery of set learning outcomes nor does it seek to measure learner progress or teaching quality in prescriptive and traditional ways. Rather, this kind of teaching coul...
Article
This paper documents a conversation with Erin Manning in the first webinar of the series Doing Academica Differently: In conversation with Neuroatypicality. Drawing on her scholarship, teaching experience, as well as the more recent 3Ecologies project, Manning shows how systems serve to pathologize by framing difference from the angle of typicality...
Article
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This special issue originated from a webinar series made possible through a Tri-Continental (3C) Partnership between the University of the Western Cape, the University of Missouri, and Ghent University. These universities organized a series of webinars on the theme “Doing Academia differently: In conversation with neuroatypicality.” The Tri-Contine...
Article
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Our oceanic swimming-writing-reading together practice coincided with the COVID-19 pandemic outbreak and subsequent lockdown in South Africa. Awash with vulnerability, precarity, and isolation, oceanic swimming-writing-reading became one of the few ways in which we, as three academics from different higher education institutions, found respite in a...
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The digitisation of the world has led to a multitude of far-reaching implications that require students to be prepared for the dynamic era of rapid change, complexity, fluidity, and ubiquity in which they will work at the forefront of technology. To succeed in this environment, students must be able to design and implement digital innovations withi...
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The conceit that humans are exceptional and a species apart from nature continues to dominate traditional forms of curriculum in higher education. This article considers how an ethological curriculum might be used to disrupt current imaginaries informing prevailing higher education curricula practices in its rejection of a metaphysics of individual...
Chapter
This chapter considers how higher education is entangled with ecological damage and elaborates on how this entanglement plays out in relation to responsibility, privileged irresponsibility and responsiveness. The first part of the chapter considers the contribution that the notion of responsibility in feminist new materialist and care ethics ideas...
Chapter
This chapter takes on Joan Tronto’s idea of privileged irresponsibility, which emanates from her work on caring responsibilities, and asks how it may be extended into other concerns such as coloniality and responsibility for the damaged planet. In particular, we examine Tronto’s understanding of how privileged irresponsibility allows privileged gro...
Chapter
This chapter is concerned with the concept response-ability. The chapter focuses particularly, but not exclusively on feminist new materialist and posthuman understandings of the concept response-ability which emanate from a relational ontology. It also brings Joan Tronto’s notion of responsiveness and iterative responsibility into conversation wit...
Chapter
In our conclusion to the book, we emphasise the new theoretical, political and ethical openings for higher education internationalisation by utilising Corey Walker’s (Transmodernity, 1(2), 104–119 (2011)) notion of the ‘ethics of opacity’ as an approach that interrogates the dominant logics of neoliberalism and coloniality/modernity and along with...
Chapter
This chapter brings together perspectives from political ethics of care and feminist posthumanism and new materialism to theorise responsibility as relational. To guide contemplation through this concept, we think-with prominent feminist philosophers such as Iris Marion Young, Margaret Urban Walker, Joan Tronto, Karen Barad, Deborah Bird Rose and D...
Chapter
This chapter considers an aspect that is usually neglected in discussions of coloniality, namely, the ‘coloniality of the affects’, and explains how affective decolonisation is a crucial dimension of efforts to dismantle privileged irresponsibility. The chapter also focuses on the notions of complicity and non-innocence, as discussed in the first p...
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This article proposes an alternative way of using concepts in the scholarship of teaching and learning in the South. Normative understandings and uses of concepts in educational scholarship are challenged through a postphilosophical and postqualitative approach. In such an approach, concepts, instead of methods, become the generating force of resea...
Article
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This special issue seeks to explore how to ‘do academia differently’ in the interests of justice in higher education. It takes account of theoretical frameworks, teaching methods, research practices, publishing norms, curricular content and the design of courses. The issue consists of nine articles which address different aspect of these areas from...
Article
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Although often unacknowledged and unrewarded, peer reviewing is a crucial part of the process of academic scholarship. Surprisingly, not much has been written on the process and experience of peer reviewing, besides a few articles in journals of teaching and learning in higher education. Nor has there been much consideration of peer reviewing as a...
Chapter
This chapter provides provocations for reconfiguring social work ethics by engaging with posthuman and post-anthropocentric imaginaries. It uses the figuration of becoming-octopus to consider what a posthuman, post-anthropocentric ethics might look, be, and feel like, and how it might matter in relation to the complex afflictions social workers are...
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Criticality and critique require careful attention by authors, reviewers, and editors in Critical Studies in Teaching and Learning (CRiSTaL), since they form a central focus of the journal. Conventional views of critique are influenced by unexpressed assumptions that what is needed is an authoritative expert, who from a position of superiority and...
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There are growing moves in higher education to reconceptualisescholarship in contemporary contexts. Located in a wide body of critical work including feminist new materialism, posthumanism, decolonial and indigenous thinking, efforts to reimagine and reconfigure pedagogical and research practices in higher educationare proliferating. Scholars are i...
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Understanding how indeterminacy is different from uncertainty is crucial to posthumanism and has major implications for reconfiguring curriculum. Uncertainty has to do with epistemology, about not knowing whether a state of affairs is or is not; for instance, one would not know whether something is here or there, now or then. Indeterminacy, however...
Article
In this guest co-editors’ introduction to the special issue(s) titled “Post Philosophies and the Doing of Inquiry,” the authors share the backstory to the webinar series, information about the webinars and how to locate the recordings, and how WEBing sessions with our (former) students came from the webinar series. A list of articles and article ti...
Article
The focus of the paper is on injustices towards South African families in postcolonial and neocolonial contexts, our understanding of which has been greatly enlarged by Nancy Fraser's conceptualisations of expropriation and imperialism and Jacques Derrida's notions of hostility and hospitality. We used Walter Benjamin's and Karen Barad's montage me...
Article
This article thinks with oceans and swimming, in dialogue with decolonial feminist materialist approaches and other current novel methodologies which foreground embodiment and relational ontologies, in order to consider the conceptual potential of such diffractions for the project of alternative scholarly practices. We focus on swimming in the sea...
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Higher education has been deeply affected by neoliberalism and corporatisation, with their emphasis on efficiency, competitiveness and valorisation of quantity over quality. This article argues that in the context of South African higher education, and in the Extended Curriculum Programme (ECP) more particularly, such commodification of education i...
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This article considers how academic practices such as reading and writing might be reconfigured as creative processes through thinking-with posthuman philosophies and theorists, particularly, but not confined to the works of Karen Barad and Erin Manning. Both Erin Manning and Karen Barad are involved with creative philosophies and practices, albeit...
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Building on the work of Mbembe (2019) and Silva (2007), we theorise how the obstetric institution can still be considered fundamentally modern, that is, entangled with colonialism, slavery, bio- and necropolitics and patriarchal subjectivity. We argue that the modern obstetric subject (doctor or midwife) representing the obstetric institution engul...
Article
Building on the work of Mbembe (2019) and Silva (2007), we theorise how the obstetric institution can still be considered fundamentally modern, that is, entangled with colonialism, slavery, bio- and necropolitics and patriarchal subjectivity. We argue that the modern obstetric subject (doctor or midwife) representing the obstetric institution engul...
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This article traces a pedagogical trajectory in South African higher education that started in engineering education and leads to walking-as-research. Situated on District Six, a well-known site of apartheid forced removals, a cartographic and diffractive methodology is utilized to trace the development of this pedagogy, as well as walks that have...
Book
This edited collection of chapters considers how higher education might benefit from thinking about the notion of hauntology and its implications for a justice-to-come. Jacques Derrida (1994) coined the word ‘hauntology’, a play on the word ‘ontology’ which sounds like hauntology in French. Derrida’s hauntology is premised on an indeterminate relat...
Article
Full-text available
This article troubles touch as requiring embodied proximity, through an affective account of virtual touch during coronatime. Interested in doing academia differently, we started an online Barad readingwriting group from different locations. The coronatime void was not a vacuum, but a plenitude of possibilities for intimacy, pedagogy, learning, cre...
Chapter
This chapter consists of diffracted pieces of writings of the two authors, produced in the form of a dialogue, in response to various questions that they posed to each other pertaining to hauntology, response-ability and non-innocence during the time of the coronavirus pandemic. The chapter evolved over a few months of writing together/apart in dif...
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Feminist new materialist theory has taken up the challenge of reconfiguring politics, ethics and justice in ways that critically account for contemporary forms of materiality, affect and embodiment at work in the contemporary world. There is much at stake in such a project. The crisis of displacement, we argue, is the crisis of capitalism as it imp...
Chapter
Its November 2001. A university in dire straits, financially bankrupt burdening a debt in excess of R100-million, a disillusioned and demoralised staff complement still reeling from the trauma of retrenchments, coupled with an academic project facing collapse as student numbers dwindle by a third to less than 10 000. Is there a future for such an i...
Article
Full-text available
This article troubles touch as requiring embodied proximity, through an affective account of virtual touch during coronatime. Interested in doing academia differently, we started an online Barad readingwriting group from different locations. The coronatime void was not a vacuum, but a plenitude of possibilities for intimacy, pedagogy, learning, cre...
Article
Full-text available
The authors bring together decolonial, place attuned, and critical posthumanist orientations to analyze an event during a residential workshop organized as part of a state-funded research project on decolonizing early childhood discourses in South Africa. An invitation during the workshop to grapple with what might be unsettling by attending to the...
Chapter
This chapter explores the ways in which Fraser’s work might assist in making sense of the different manifestations of coloniality in South African higher education. In particular, this chapter considers the possibilities and limitations of Nancy Fraser’s contribution towards recent calls and efforts to create a free, decolonised higher education in...
Chapter
This chapter examines the relevance and implications of Nancy Fraser’s scholarship (1989-2018) for a transformative social work pedagogy. It presents a range of concepts she has used to explain the crises of injustice in contemporary capitalist societies, as well as available responses. These include needs interpretation, dependency, and gender jus...
Chapter
Feminist philosophies such as new materialism and posthumanism point to the impossibility of separating epistemology (theories of knowing) from ontology (being and becoming) and ethics – proposing an ethico- onto-epistemological entanglement. This ethico-onto-epistemological entanglement ruptures conventional ways of doing academic development, whe...
Chapter
The chapter is based on a small section of research which was part of a larger National Research Foundation study (Grant No. 90384) that examined both students' experiences related to participatory parity in achieving qualitative educational outcomes as well as higher educators' perceptions and experiences related to social justice and socially jus...
Article
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For the past few years, we as concerned academics and educators in South African higher education, have come together to meet/think/drink coffee/eat/discuss our research and teaching practices in a coffee shop that overlooks the Rondebosch Common, a public space that is a national heritage site. The Common invited us to take our thoughts for a walk...
Article
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In this paper, we use a diffractive reading developed by feminist philosopher and quantum physicist Karen Barad, as part of a response-able methodology, in order to consider the claim made by Serge Hein in his paper ‘The New Materialism in Qualitative Inquiry: How Compatible Are the Philosophies of Barad and Deleuze?’ (2016) that the philosophies o...

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