Hydrofeminist Thinking with Oceans brings together authors who are thinking in, with and through the spaces of oceans and beaches in South African contexts to make alternative knowledges towards a justice-to-come and flourishing at a planetary level. Primary scholarly locations for this work include feminist new materialist and post-humanist thinking, and specifically locates itself within hydrofeminist thinking.

Together with a foreword by Astrida Neimanis, the chapters in this book explore both land and water with oceans as powerfully political spaces, globally and locally entangled in the violences of settler colonialism, land dispossession, slavery, transnational labour exploitation, extractivism and omnicides. South Africa is a productive space to engage in such scholarship. While there is a growing body of literature that works within and across disciplines on the sea and bodies of water to think critically about the damages of centuries of colonisation and continued extractivist capitalism, there remains little work that explores this burgeoning thinking in global Southern, and more particularly South African contexts.

South African histories of colonisation, slavery and more recently apartheid, which are saturated in the oceans, are only recently being explored through oceanic logics. This volume offers valuable Southern contributions and rich situated narratives to such hydrofeminist thinking. It also brings diverse and more marginal knowledges to bear on the project of generating imaginative alternatives to hegemonic colonial and patriarchal logics in the academy and elsewhere. While primarily located in a South African context, the volume speaks well to globalised concerns for justice and environmental challenges both in human societies and in relation to other species and planetary crises.

The chapters, which will be of interest to scholars, activists and other civil society stakeholders, share inspiring, rich examples of diverse scholarship, activism and art in these contexts, extending international scholarship that thinks in/on/with oceans, littoral zones and bodies of water. The book offers ethico-political perspectives on the role of research in ocean governance, policy development and collective decision-making for ecological justice. This book is suitable for students and scholars of post-qualitative, feminist, new materialist, embodied, arts-based and hydrofeminist methods in education, environmental humanities and the social sciences.

The Routledge International Handbook of Masculinity Studies provides a contemporary critical and scholarly overview of theorizing and research on masculinities as well as emerging ideas and areas of study that are likely to shape research and understanding of gender and men in the future. The forty-eight chapters of the handbook take an interdisciplinary approach to a range of topics on men and masculinities related to identity, sex, sexuality, culture, aesthetics, technology and pressing social issues. The handbook's transnational lens acknowledges both the localities and global character of masculinity. A clear message in the book is the need for intersectional theorizing in dialogue with feminist, queer and sexuality studies in making sense of men and masculinities. Written in a clear and direct style, the handbook will appeal to students, teachers and researchers in the social sciences and humanities, as well as professionals, practitioners and activists.

Engaging Youth in Activism, Research and Pedagogical Praxis: Transnational and Intersectional Perspectives on Gender, Sex, and Race offers critical perspectives on contemporary research and practice directed at young people across the global north and south. Drawing upon pedagogical, programmatic, and activist work with respect to challenging inequalities and injustices for young people, the authors interrogate the dominant discourses of sexuality, gender, race, class, age and other social categories. Emerging out of a Finnish-South African collaboration, this volume does not take a comparative approach but rather a transnational one by embracing the intersections of local and global knowledges. We draw on this transnational and transdisciplinary framework and these various contexts to generate a critique of mainstream theory and pedagogical practice, as well as to subvert and disrupt such research and practice so as to speak more directly to young people's agentic and activist engagements in social justice, specifically inequalities of class, race, gender, age, sexuality, ability, and health.

This book troubles the ways young people have been constructed as 'trouble' through critical readings of the effects and impacts, politically and ideologically, globally and locally, of scholarship and practice directed at South African young people's sexualities over the last three decades of addressing HIV, GBV and other sexual and gender justice challenges. Located primarily in South Africa, the book speaks to global concerns about the politics of knowledge and transnational flows of information and practice with respect to gender and sexuality and is framed by global imperatives and analyses located in transnational, postcolonial and intersectional feminist frameworks. The key argument developed here, and explored in relation to several different forms of research and practice, is that efforts to challenge HIV, GBV and unequal sexual and gender practices among young people, particularly as evident in heterosexual relationships, have tended to reflect and reproduce (re)new(ed) orthodoxies about sexuality, gender, family and young people, while bolstering global and local racist, classist 'othering' of certain communities and nation-states, and reiterating the 'innocence' and authority of those already privileged and centred. The book contributes to critical reflexive work on global practices of knowledge and its complex enmeshment with power in the terrain of sexual and gender justice work aimed at young people.

Care in context is a thought-provoking book that looks at gender inequalities in the context of care. Drawing in part from unique transnational perspectives and gripping interviews, this book focuses on key questions that intellectuals, policy makers and all of us who care and need care have to ask, such as: What is good care? Who should be involved in providing it? And how should care be arranged and organized so that that the interests of both care givers and care recipients are equally provided for? Care is indispensable to human flourishing. Without it we cannot survive. It is vital to the development of all individuals and to that of the broader society. Increasing economic and health problems have also contributed to mounting care crises in different parts of the world. With this view, the book offers fresh and nuanced perspectives and is a definite must read for all those affected by issues of care.

This book addresses contemporary philosophical issues in higher education and how we can create socially just pedagogies and a socially just university. Providing a forum for thinking through how critical posthumanism, affect theory and feminist new materialisms provide a useful lens for higher education, and shows how these standpoints can benefit methods and practices of learning and teaching. Gross inequalities in higher education continue to affect pedagogical practices across geopolitical contexts and there is a need to consider new theories which call into question the commonplace humanist assumptions currently dominating the discourse around social justice in this context. However scholarship on the affective turn, critical posthumanism and new material feminisms, opens both new possibilities and responsibilities for higher education pedagogies. The approaches of this book also provide imaginative ways of engaging with current dissatisfactions with higher education, from the marketization of education, to issues of racism, discrimination and lack of diversity. Of international relevance, this collection particularly foreground southern contexts and case studies, such as the student activism in South African universities that has sparked a global project of decolonization and social justice in educational institutions. This book is an urgent call to reconceptualize, rethink and reconfigure pedagogies in higher education and the implications for future citizenship and social participation.

The Routledge International Handbook of Masculinity Studies provides a contemporary critical and scholarly overview of theorizing and research on masculinities as well as emerging ideas and areas of study that are likely to shape research and understanding of gender and men in the future. The forty-eight chapters of the handbook take an interdisciplinary approach to a range of topics on men and masculinities related to identity, sex, sexuality, culture, aesthetics, technology and pressing social issues. The handbook's transnational lens acknowledges both the localities and global character of masculinity. A clear message in the book is the need for intersectional theorizing in dialogue with feminist, queer and sexuality studies in making sense of men and masculinities. Written in a clear and direct style, the handbook will appeal to students, teachers and researchers in the social sciences and humanities, as well as professionals, practitioners and activists.

Engaging Youth in Activism, Research and Pedagogical Praxis: Transnational and Intersectional Perspectives on Gender, Sex, and Race offers critical perspectives on contemporary research and practice directed at young people across the global north and south. Drawing upon pedagogical, programmatic, and activist work with respect to challenging inequalities and injustices for young people, the authors interrogate the dominant discourses of sexuality, gender, race, class, age and other social categories. Emerging out of a Finnish-South African collaboration, this volume does not take a comparative approach but rather a transnational one by embracing the intersections of local and global knowledges. We draw on this transnational and transdisciplinary framework and these various contexts to generate a critique of mainstream theory and pedagogical practice, as well as to subvert and disrupt such research and practice so as to speak more directly to young people's agentic and activist engagements in social justice, specifically inequalities of class, race, gender, age, sexuality, ability, and health.

The challenges and difficulties of being pregnant and a young parent in South African schools are brought to light in this valuable examination. Drawing on both quantitative and qualitative research conducted in secondary schools in Durban and Cape Town, the book explores how teachers and principals respond to the presence of pregnant learners and young parents and surveys the attitudes of fellow learners towards them. Interviews with the young parents themselves yield rich narratives which, accompanied by a visual essay, delve into their lives as they confront the overwhelming demands of pregnancy, parenting, and education. Providing a finely textured analysis of these demands, this reference demonstrates the ongoing need to challenge the unequal and gendered load of pregnancy and parenting--both in schools and the broader social context.

This book addresses contemporary philosophical issues in higher education and how we can create socially just pedagogies and a socially just university. Providing a forum for thinking through how critical posthumanism, affect theory and feminist new materialisms provide a useful lens for higher education, and shows how these standpoints can benefit methods and practices of learning and teaching. Gross inequalities in higher education continue to affect pedagogical practices across geopolitical contexts and there is a need to consider new theories which call into question the commonplace humanist assumptions currently dominating the discourse around social justice in this context. However scholarship on the affective turn, critical posthumanism and new material feminisms, opens both new possibilities and responsibilities for higher education pedagogies. The approaches of this book also provide imaginative ways of engaging with current dissatisfactions with higher education, from the marketization of education, to issues of racism, discrimination and lack of diversity. Of international relevance, this collection particularly foreground southern contexts and case studies, such as the student activism in South African universities that has sparked a global project of decolonization and social justice in educational institutions. This book is an urgent call to reconceptualize, rethink and reconfigure pedagogies in higher education and the implications for future citizenship and social participation.