Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/5926
Title: In/between science and art: Posthumanist ruminations on Geomatics education
Authors: Motala, Siddique
Keywords: Science;Art;Geomatics education;Engineering curriculum;South African university of technology
Issue Date: 2017
Publisher: South African Society for Engineering Education
Abstract: This paper reports on a pedagogical intervention in an engineering curriculum at a South African university of technology. A storytelling intervention was introduced into an undergraduate geomatics diploma programme, and was theorised using critical posthumanism. The storytelling intervention was introduced in the curriculum to investigate how points of compatibility between the ‘hard’ and ‘soft’ sciences can be identified and demonstrated, as called for by numerous theorists. It was also used as a means to develop students’ social, environmental and ethical awareness, as well as to foreground student subjugated knowledge through the lens of geomatics. The basic tenets of posthumanism are explicated and the philosophy is used as both a navigational and analytical tool. A cartographic, diffractive methodology was developed (mainly from the work of Rosi Braidotti and Karen Barad) and employed for analysis. The analysis shows that geomatics education in South Africa is intensely humanist and anthropocentric, even though there have been attempts to reform the curriculum. It makes the case for fostering novel relations across disciplinary boundaries, and contributes to the development of transformative pedagogical techniques that are aimed at decolonisation and social justice.
URI: http://hdl.handle.net/11189/5926
ISBN: 978-0-620-76309-7
Appears in Collections:Appsc - Conference Proceedings

Files in This Item:
File Description SizeFormat 
Motala_Siddique_In between science and art_.pdfConference proceedings1.7 MBAdobe PDFView/Open
Show full item record

Page view(s)

41
Last Week
0
Last month
0
checked on Jun 16, 2019

Download(s)

13
checked on Jun 16, 2019

Google ScholarTM

Check


This item is licensed under a Creative Commons License Creative Commons