ABSTRACT

The questions driving this paper are: What sort of affective (dis)investment is needed in higher education to refuse the colonial university? How can educators and students in higher education invent ‘pedagogies of refusal’ that function affectively to challenge colonial futurity? What do pedagogies of refusal look like? This paper theorizes refusal as an affective practice that produces political effects and desires that challenge normative manifestations of power and control. It is argued that refusal may constitute a fruitful avenue toward decolonization of higher education, because it directs attention to the affective (dis)investments from/in desires that can be fulfilled by the university. To this end, the paper suggests that if the aim is to disrupt the seductive workings of colonial power in its most intimate dimensions, then it is crucial to invent pedagogies that engage with the affective (dis)investments of students and educators in colonial relations.

摘要

推动这篇论文的问题是：高等教育需要什么样的情感（反）投资来拒绝殖民大学？高等教育中的教育工作者和学生如何发明“拒绝教学法”，以有效地挑战殖民未来？拒绝的教学法是什么样的？这篇论文将拒绝理论化作为一种情感实践，产生政治效果和欲望，挑战权力和控制的规范表现。有人认为，拒绝可能是实现高等教育非殖民化的一条富有成效的途径，因为它将注意力引向了可以由大学实现的愿望的情感（反）投资。为此，该论文建议，如果目标是在最私密的层面上破坏殖民权力的诱人运作，那么发明一种与学生和教育者在殖民关系中的情感（反）投资相结合的教学法至关重要。