ABSTRACT
This chapter discusses how it is possible to practise critical feminist pedagogies within increasingly suffocating neoliberal conditions in higher education. Written in a polyvocal manner, it addresses care as a vehicle for transforming teaching and learning relations within educational settings. In this chapter, care is conceptualised as a power-saturated relation which addresses how working with vulnerabilities can constitute (c)airful spaces. Care is also reimagined as an onto-epistemological condition in teaching and learning settings which allows for care-ful(l) relational practices. Situated in an agential realist (Barad) and matrixial (Ettinger) framework, this chapter discusses, by way of concrete teaching and learning examples, how (c)air-fu(l) pedagogical engagements can make breathable spaces of curiosity and hope.
