ABSTRACT
A feminizing, decolonizing praxis is an (im)possibility within higher educational space. This chapter explores some of the complexities of such a praxis working within and beyond its very (im)possibility. However, the precarity and (im)possibility of encounters with the university are also foregrounded as the monological violence of the neoliberal version of the enlightenment university increasingly colonizes the geopolitics of knowledge and knowing-subjectivity from Australia to Colombia. The Colombian experience demonstrates the kinds of deepening and nurturing decolonizing encounters that can be co-created when the fault lines of patriarchal heteronormative capitalist-coloniality are politicized. The creates a fertile terrain of enfleshed philosophies and decolonizing praxis into which decolonizing and feminizing pedagogies within the higher education space might contribute. The chapter focuses on two of the various pedagogical axes of the praxis: the pedagogy of discomfort and the pedagogy of dignity. The lifeblood of pedagogies comes when the political is pedagogized and the pedagogical politicized in broader movements of decolonizing and feminizing liberation.
