ABSTRACT

In this chapter, the authors look at university teaching and learning grounded in the idea of a pedagogic pilgrimage – that is, a transcendental venture in relation to our epistemological work with students for whom they care – in other words, human relations. They focus on the Rosi Braidotti's post-humanist perspective of care. The authors give an account of caring in teaching and learning as a moment in their pedagogic pilgrimage by focusing on some of their encounters with teacher education students. In other words, teaching has to take into account and respond to forms of (in)humanity. According to F. Ferrando, posthumanism is philosophy which provides a suitable way of departure to think in relational and multi-layered ways, expanding the focus to the non-human realm in post-dualistic, post-hierarchical modes, thus allowing one to envision post-human futures which will radically stretch the boundaries of human imagination.