Nike Romano
Biographic Data
| ID | 821044 |
|---|---|
| NAME | Nike Romano |
| GIVEN NAMES | Nike |
| FAMILY NAME | Romano |
| SIGNATURE | ROMANO N |
| AFFILIATIONS | Cape Peninsula University of Technology |
| ORCID | 0000-0002-2480-3524 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Co-Affective Encounters with the Great African Seaforest
This contribution focuses on our co-affective encounters with the Great African Seaforest in Cape Town, South Africa. We use a diffractive methodology to read Blue Humanities and marine biology texts through critical posthumanism and our freewritings and depictions of our embodied co-affective encounters of swimming and diving in the kelp. Swimming diffractively through such texts, our freewritings and images, we consider how the focus areas iden…
Immanent and diffractive critique for higher education practices
This paper explores how the concepts of immanence and diffraction might generate alternative critical practices in higher education. Expanding on our previous paper entitled ‘Immanent critique and diffractive reading’ [Bozalek, V., and N. Romano. 2023. Immanent and diffractive critique in scholarship and publication. Critical Studies in Teaching and Learning (CriSTaL) 11, no. si1: 1–18], we examine the resonances between immanence and diffraction…
Affective Oceanic Seaswimming and Encounters for Care-Full Environmental Communication
Our oceanic swimming practice began as part of the project of doing scholarship differently in contemporary South African post-apartheid contexts. Swimming-writing-reading not only enables different ways of doing inquiry but also prompts new ways of communicating environmental injustices as we face them in/with/through the ocean. We argue the value of this practice, and the writings we generate and share, for a rethinking and reframing of environ…
Introduction to this special issue
Background: Elmarie Costandius was passionate about pedagogy, particularly from a social justice perspective, throughout her career in higher education. Although located as a senior lecturer in the visual arts programme at Stellenbosch University, she pursued the field of education in her postgraduate studies, when she completed a second Masters Degree in Adult Learning and Global Change in 2007 at the University of the Western Cape, as well as a…
Stopped in the middle” with Elm,arie Costandius
This paper is written in memory of our friend and colleague, Elmarie Costandius, a visual artist and academic, whose untimely and unexpected death deeply affected us. While we had worked with Elmarie in various research projects, short courses, and workshops, over a period of ten years or so, in this article we refer to a series of encounters, in which we came together to explore a decolonial and post qualitative inquiry practice as part of a Sou…
Collaging together-apart
Wild Sea Swimming as a Slow Intimacy
Our oceanic swimming-writing-reading together practice coincided with the COVID-19 pandemic outbreak and subsequent lockdown in South Africa. Awash with vulnerability, precarity, and isolation, oceanic swimming-writing-reading became one of the few ways in which we, as three academics from different higher education institutions, found respite in a practice of care for ourselves and others. Curious as to whether swimming and free writing could ma…
Doing Academia Differently
This special issue originated from a webinar series made possible through a Tri-Continental (3C) Partnership between the University of the Western Cape, the University of Missouri, and Ghent University. These universities organized a series of webinars on the theme "Doing Academia differently: In conversation with neuroatypicality." The Tri-Continental (3C) Partnership is a trilateral agreement that set out to promote partnership between the thre…
Touching Text
This article explores how artistic research practice, as a thinking through art, generates different understandings of the world. Having come to higher education through my visual arts practice, I trace threads of thinking-making practices that, while seeded in the studio, continue to generate new connections and concepts that in/form my PhD inquiry into different ways of learning in South African Higher Education contexts. Guided by Manning’s co…
Immanent and diffractive critique in scholarship and publication
Criticality and critique require careful attention by authors, reviewers, and editors in Critical Studies in Teaching and Learning (CRiSTaL), since they form a central focus of the journal. Conventional views of critique are influenced by unexpressed assumptions that what is needed is an authoritative expert, who from a position of superiority and distance, diagnoses and pronounces on the inadequacies of the text. This article explores more gener…
Immanent and diffractive critique in scholarship and publication
Criticality and critique require careful attention by authors, reviewers,and editors in Critical Studies in Teaching and Learning(CRiSTaL), since they form a central focus of the journal. Conventional views of critique are influenced by unexpressed assumptions that what is needed is an authoritative expert, who from a position of superiority and distance, diagnoses and pronounces on the inadequaciesof the text. This article explores more generati…
Touching Matters
This article troubles touch as requiring embodied proximity, through an affective account of virtual touch during coronatime. Interested in doing academia differently, we started an online Barad readingwriting group from different locations. The coronatime void was not a vacuum, but a plenitude of possibilities for intimacy, pedagogy, learning, creativity, and adventure. Although physically apart, we met daily through Zoom, and we touched and wer…
Thinking-with-drawing
This paper tracks the various iterative responses that were generated through my thinking-making with Erin Manningâ€TMs keynote address entitled Radical Pedagogy as an attunement to what seeds a thinking in the act that was delivered at the 10th Annual New Materialism conference, held at the University of the Western Cape (UWC) on 2–4 December 2019. These responses include drawing-with and speaking-with Manningâ€TMs text in an attempt to trouble …
Diffracting the present through the past
This paper describes a process of classroom encounters where art history, current awareness and students’ lived experience come together to co-construct a learning space in which students’ emerging conceptions of social justice in South Africa are explored. Located in the Design Foundation course at Cape Peninsula University of Technology, the case study describes an interdisciplinary approach whereby difference is explored through the material e…
Collaging together-apart
Wild Sea Swimming as a Slow Intimacy
Our oceanic swimming-writing-reading together practice coincided with the COVID-19 pandemic outbreak and subsequent lockdown in South Africa. Awash with vulnerability, precarity, and isolation, oceanic swimming-writing-reading became one of the few ways in which we, as three academics from different higher education institutions, found respite in a practice of care for ourselves and others. Curious as to whether swimming and free writing could ma…
Immanent and diffractive critique in scholarship and publication
Criticality and critique require careful attention by authors, reviewers, and editors in Critical Studies in Teaching and Learning (CRiSTaL), since they form a central focus of the journal. Conventional views of critique are influenced by unexpressed assumptions that what is needed is an authoritative expert, who from a position of superiority and distance, diagnoses and pronounces on the inadequacies of the text. This article explores more gener…
Diffracting the present through the past
This paper describes a process of classroom encounters where art history, current awareness and students’ lived experience come together to co-construct a learning space in which students’ emerging conceptions of social justice in South Africa are explored. Located in the Design Foundation course at Cape Peninsula University of Technology, the case study describes an interdisciplinary approach whereby difference is explored through the material e…
Thinking-with-drawing
This paper tracks the various iterative responses that were generated through my thinking-making with Erin Manningâ€TMs keynote address entitled Radical Pedagogy as an attunement to what seeds a thinking in the act that was delivered at the 10th Annual New Materialism conference, held at the University of the Western Cape (UWC) on 2–4 December 2019. These responses include drawing-with and speaking-with Manningâ€TMs text in an attempt to trouble …
Touching Matters
This article troubles touch as requiring embodied proximity, through an affective account of virtual touch during coronatime. Interested in doing academia differently, we started an online Barad readingwriting group from different locations. The coronatime void was not a vacuum, but a plenitude of possibilities for intimacy, pedagogy, learning, creativity, and adventure. Although physically apart, we met daily through Zoom, and we touched and wer…
Touching Text
This article explores how artistic research practice, as a thinking through art, generates different understandings of the world. Having come to higher education through my visual arts practice, I trace threads of thinking-making practices that, while seeded in the studio, continue to generate new connections and concepts that in/form my PhD inquiry into different ways of learning in South African Higher Education contexts. Guided by Manning’s co…
Immanent and diffractive critique in scholarship and publication
Criticality and critique require careful attention by authors, reviewers, and editors in Critical Studies in Teaching and Learning (CRiSTaL), since they form a central focus of the journal. Conventional views of critique are influenced by unexpressed assumptions that what is needed is an authoritative expert, who from a position of superiority and distance, diagnoses and pronounces on the inadequacies of the text. This article explores more gener…
Immanent and diffractive critique in scholarship and publication
Criticality and critique require careful attention by authors, reviewers,and editors in Critical Studies in Teaching and Learning(CRiSTaL), since they form a central focus of the journal. Conventional views of critique are influenced by unexpressed assumptions that what is needed is an authoritative expert, who from a position of superiority and distance, diagnoses and pronounces on the inadequaciesof the text. This article explores more generati…
Collaging together-apart
Wild Sea Swimming as a Slow Intimacy
Our oceanic swimming-writing-reading together practice coincided with the COVID-19 pandemic outbreak and subsequent lockdown in South Africa. Awash with vulnerability, precarity, and isolation, oceanic swimming-writing-reading became one of the few ways in which we, as three academics from different higher education institutions, found respite in a practice of care for ourselves and others. Curious as to whether swimming and free writing could ma…
Doing Academia Differently
This special issue originated from a webinar series made possible through a Tri-Continental (3C) Partnership between the University of the Western Cape, the University of Missouri, and Ghent University. These universities organized a series of webinars on the theme "Doing Academia differently: In conversation with neuroatypicality." The Tri-Continental (3C) Partnership is a trilateral agreement that set out to promote partnership between the thre…
Immanent and diffractive critique for higher education practices
This paper explores how the concepts of immanence and diffraction might generate alternative critical practices in higher education. Expanding on our previous paper entitled ‘Immanent critique and diffractive reading’ [Bozalek, V., and N. Romano. 2023. Immanent and diffractive critique in scholarship and publication. Critical Studies in Teaching and Learning (CriSTaL) 11, no. si1: 1–18], we examine the resonances between immanence and diffraction…
Affective Oceanic Seaswimming and Encounters for Care-Full Environmental Communication
Our oceanic swimming practice began as part of the project of doing scholarship differently in contemporary South African post-apartheid contexts. Swimming-writing-reading not only enables different ways of doing inquiry but also prompts new ways of communicating environmental injustices as we face them in/with/through the ocean. We argue the value of this practice, and the writings we generate and share, for a rethinking and reframing of environ…
Introduction to this special issue
Background: Elmarie Costandius was passionate about pedagogy, particularly from a social justice perspective, throughout her career in higher education. Although located as a senior lecturer in the visual arts programme at Stellenbosch University, she pursued the field of education in her postgraduate studies, when she completed a second Masters Degree in Adult Learning and Global Change in 2007 at the University of the Western Cape, as well as a…
Stopped in the middle” with Elm,arie Costandius
This paper is written in memory of our friend and colleague, Elmarie Costandius, a visual artist and academic, whose untimely and unexpected death deeply affected us. While we had worked with Elmarie in various research projects, short courses, and workshops, over a period of ten years or so, in this article we refer to a series of encounters, in which we came together to explore a decolonial and post qualitative inquiry practice as part of a Sou…
Co-Affective Encounters with the Great African Seaforest
This contribution focuses on our co-affective encounters with the Great African Seaforest in Cape Town, South Africa. We use a diffractive methodology to read Blue Humanities and marine biology texts through critical posthumanism and our freewritings and depictions of our embodied co-affective encounters of swimming and diving in the kelp. Swimming diffractively through such texts, our freewritings and images, we consider how the focus areas iden…
Sociology (10 works) · Political science (6 works) · Posthumanist Ethics and Activism (6 works) · Psychology (6 works) · Art (5 works) · Epistemology (5 works) · Philosophy (5 works) · Pedagogy (4 works) · Visual arts (4 works) · Aesthetics (3 works)