ABSTRACT
This chapter develops the argument that certain strands of posthumanism offer powerful views about technology and the human subject which can support critical tertiary education in the context of cognitive capitalism (Moulier Boutang & Emery, 2011). Rosi Braidotti’s (2019) ideas on a posthumanist university and the posthumanist humanities are contrasted with both humanist and transhumanist thought. The argument is illustrated, whenever possible, with the author’s experience as a tertiary education practitioner and researcher in Brazil, in the hope that this resonates with the realities of tertiary educators in other parts of the South. Throughout the chapter, attention is drawn to conceptual and practical intersections between technology, colonialism/decolonial thinking and education.
