Suchergebnisse

This article examines the ways in which childhood mortality as an ideological tool is constituted as a shared moral order in modern society. The examination of record‐keeping as an ideological practice that produces a governable and self‐regulating population allows us to identify how and where it is incorporated into social life as an everyday morality. Under this moral order, death must be constituted as a medical necessity, rendering it culturally relevant, in order for social life to continue to be considered a meaningful and purposeful endeavour. The child's status in society as a sacred citizen ensures that children's deaths are constituted in even more particular ways, so that the possibility of medically 'unnecessary' child death remains morally unthinkable and thus does not expose the ideological underpinnings that continue to produce social life as a moral and thus meaningful affair.

This volume argues that refusal is a viable political ethics in education. It is an ethics that allows space for new possibilities to emerge, with the potential toenrich higher education study and pedagogies in the future. Chapters examine the ethical, epistemological, political and affective premises of refusing the colonial university, and reflect upon what refusal means for higher education decolonization across international settings. Refusal marks a political ethos and praxis that denies, resists, reframes and redirects colonial and neoliberal logics, while asserting diverse sovereignties and lifeworlds. Whereas resistance may reinscribe the weakness of the colonized in the power relations with the colonizer, refusal interrupts the smooth operation of power relations, denying the authority of the settler state and remaking the rules of engagement. It is a political stance and action that denies the very legitimacy of power over the subjugated. This collection views refusal not as an end in itself, nor as a mode of critique, but as a necessary first step for educators and students in higher education to invest in the idea of radically different modes of futurity. It explores how educators and students in higher education can invent pedagogies of refusal that function ethically, affectively and politically, and asks: What do pedagogies of refusal look like? How might western universities sustain and support refusal, rather than discipline it? What assumptions are sustained by ruling out certain educational futures as out of bounds, or impossible? This book will be important reading for researchers, scholars and educators in Decolonizing Education, Higher Education Transformation, and Philosophy of Education. It will also be valuable to policymakers and activists who are considering how refusal might be carried out within and outside institutions.