Transformative Feminist Pedagogies for More-than-human Futures

How can feminist pedagogies inspire and inform transformative, sustainable, and generative ways of learning, making, and living? 

We invite chapter proposals that engage with these challenges for the upcoming edited volume Transformative Feminist Pedagogies for More-than-human Futures, which will be published as part of the new ATGENDER series Gender: Theories, Troubles, Transformations with Bloomsbury. 

Academic and educational institutions are increasingly shaped by neoliberal restructuring, the marketisation of knowledge, and the reduction of teaching and learning to measurable outputs, products, and services. At the same time, educational spaces are witnessing a growing enthusiasm for AI-driven solutions that often reproduce technologically deterministic assumptions while sidelining creativity, care, critical reflection, and collective forms of inquiry. This volume responds to these developments by foregrounding pedagogical practices that embrace uncertainty, relationality, embodied knowledge, and experimentation. Grounded in feminist commitments to care, justice, and the transformation of gendered, sexual, colonial, and ecological relations, we seek contributions that reimagine education as a site of critical, collaborative, and transformative practice. 

We are interested in pedagogies that move beyond institutional and disciplinary boundaries, opening space for alternative ways of learning, teaching, and producing knowledge. We welcome feminist, queer, decolonial, Indigenous, and other non-hegemonic approaches that engage with artistic practice, activism, community organising, environmental justice, and speculative thought. We understand more-than-human futures broadly, encompassing pedagogies that cultivate new forms of relationality across species, technologies, environments, bodies, communities, and diverse ways of knowing, while challenging normative assumptions about gender, sexuality, humanity, and social life.

For this volume we explicitly invite contributions that highlight anti- and post-methodological interventions that privilege process, affect, embodiment, and slowness over standardisation and optimisation. These may include practices such as mending (needle felting, patching, darning), generative somatics (body attunement), anarchiving (artistic experimentation, improvisational collaboration, DIY skill sharing) and other process-based pedagogical practices that resist extractive models of education. Inspired by critiques of the "banking model of education" (hooks, 1994), we aim to explore pedagogies that cultivate collaborative, ecological, and speculative futures.

Central Themes

We welcome proposals on, but are not limited to, the following areas:

• Feminist, Queer, Trans, and Decolonial Pedagogies: Approaches that challenge normative assumptions about gender, sexuality, embodiment, care, kinship, and belonging while engaging with intersectional, Indigenous, and non-Western ways of knowing and learning.
• More-than-human and Ecological Pedagogies: Practices that rethink human exceptionalism and cultivate ecological awareness through multispecies, environmental, and relational approaches to education.
• Artistic, Embodied, and Experimental Practices: Contributions exploring fibre arts, theatre, spatial design, performance, making, somatic practices, games, speculative methods, and other creative pedagogies that expand educational possibilities.
• Learning Beyond the Classroom: Community-based, activist, outdoor, informal, and collaborative educational practices that stretch and reimagine institutional learning environments.
• Critical Technology and AI Pedagogies: Explorations of how digital technologies and AI shape education, including pedagogical practices that question, resist, repurpose, or move beyond automation, algorithmic governance, platformisation, technological determinism, and solutionist imaginaries.
• Speculative Futures: Pedagogies that imagine alternative conceptualisations of time, place, kinship, spirit, relationality, and collective futures.

Contribution Guidelines

We welcome proposals from scholars, educators, artists, activists, community organisers, and practitioners committed to transformative feminist pedagogies. We particularly encourage submissions that draw on queer, decolonial, Indigenous, anti-colonial, alternative, non-hegemonic, and lived pedagogical practices, as well as collaborations across academic and non-academic contexts.

The volume will be edited by Sanne Koevoets (Erasmus University College) and Karolina Szpyrko (Regent's University London).

Submission Instructions

Please submit:

• an abstract (maximum 500 words)
• a short biography (maximum 150 words)

by 15 September 2026 to karolina.szpyrko regents.ac uk.

Selected contributors will be invited to submit full chapters by March 2027. The volume is expected to be published in 2028.