Joanna Pascoe

At the intersection of visual, walking and dialogic pedagogies, this essay melds images, poems, conversations, stories and theories, wandering and wondering in public places like campuses and parks as the promptings of a desire for new becomings through autopoietic, technic and Gaian interconnections. It embodies the possibilities of the dérive , mediated through the digital (WhatsApp, Google Docs, Zoom and the Verbasiser) and our digits (texting, typing and mapping), as a method of place-making critical-creative practice open to transcultural and transpecific alliances that presage new ways of being-with places and peoples.

Acknowledging the complexity that the Covid-19 global pandemic and the climate emergency have revealed, an UNESCO International Commission on the Futures of Education notes, “[I]t is evident that we cannot return to the world as it was before” (2020, p. 3). Can a posthuman feminism approach to education embracing transformation through affirmative ethics and the cyborg’s journey in speculative fiction narratives help realise our potentia, a portal through which to think differently, a rupture to go beyond the potestas of our times? Can we acknowledge the rupture and allow ‘a line of flight’ within education that breaks from the norm, destabilizing the status quo of human exceptionalism, which privileges some humans over others, and neglects the non-human? Let us re-imagine our world, via pedagogy, via philosophy, via stories to develop affirmative education for the world to come through a posthuman feminism approach interconnecting humans and non-human-others in our more-than-human world.