What is it about?
This article proposes a (re-)thinking-feeling of ‘quality’ in learning and teaching in ways that embrace posthumanism, assemblage theory and the ethico-onto-epistemological philosophy and praxis of Ubuntu (inter-being) to generate different thinking.
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Why is it important?
The current linear, positivistic, classist, individualistic, data-driven operating logic of HEIs' measurement of ‘quality’ is problematic and limited in scope, as it necessitates the production and consumption of data as the self-governing process of the institutional apparatus, overlooking crucial, unmeasurable aspects of learning and teaching.
Perspectives
This article is an invitation to co-think-feel ‘quality’ differently, engage in meaning-making and sense-making, ‘taking account of the entangled materialisations of which we are part, including new configurations, new subjectivities, new possibilities’ (Barad, 2007, p. 69).
Josephine Gabi
Manchester Metropolitan University
Read the Original
This page is a summary of: Time to (Re‐)think‐Feel ‘Quality’ in Higher Education Learning and Teaching, Higher Education Quarterly, June 2025, Wiley,
DOI: 10.1111/hequ.70036.
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