ABSTRACT
This chapter explores how we might think/imagine an Indigenous education that takes seriously Shawn Wilson's notion of Indigenous but relates to a contemporary condition that Rosi Braidotti refers to as the (post)human predicament. The interconnectedness of all life and the fact that humans hold no privileged ontological position in the cosmos is consistent with both Ubuntu and Braidotti's (post)humanism. Martha Nussbaum's neo-humanist ethics is based on the view that challenges that afflict contemporary society can only be remedied through a solid foundation of moral values such as compassion and respect for others. Education concerned with the cultivation of (post)human sensibilities requires a reimagined subject—that subjectivity needs to be reconceptualised. Anti-humanist strands include the critique of Humanism by anti-colonial phenomenologists, feminist movements, poststructuralists and so forth. The most significant intellectual challenge to humanism was that of the radical thinkers of the post-1968 generation. A second significant strand of (post)human thought comes from science and technology studies.
