ABSTRACT
The concluding chapter is written in the style of an afterword of sorts. It pulls together the key threads that run through the book, connected to the main thread focused on the need to develop better teaching and learning through theorizing our practices in relational, explanatory and empowering ways. This theorized way of analysing, understanding and questioning the nature of teaching and learning is informed by a systemic or structural account of social injustices in education, and the need for critical social thinking around success as a collective, rather than individual, responsibility and goal. The Afterword begins with a brief reconsideration of the ways in which globalization and neoliberal corporate culture threaten more expansive, socially just, and socially transformative enactments of higher education, and teaching and learning practice. It moves to then consider the arguments made in the chapters around the need for knowledge and knowers to be theorized specifically, rather than generically, and in both context-dependent and context-independents ways that can be both complex and simpler, depending on the purpose of the teaching and learning, and the disciplinary context itself. The final thread is higher education’s collective need for hope and courage to make change possible.
