Internationally there has been some interest in how critical pedagogies might be enabled in higher education to support transformative social agendas. Few writers, however, have theorised the ethico-political aspects of this effort from a feminist new materialist perspective. By focusing on the analysis of an inter-institutional collaborative…

The article questions why experienced MEd students, on a course in pedagogy in social justice education, resorted to actions that clashed with this approach. Drawing on student and staff accounts of the course, the authors, teachers on this course, pose questions as to whether these reactions resulted from increased safety in the class, from…