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The combined impacts of COVID-19 and global climate change are destabilising the infrastructures and future prospects of formal educational systems, with schools and universities struggling to adapt to conditions of radical precarity. At the same time, activist movements are generating alter-educational platforms that reappropriate the learning infrastructures of cities as mobile architectures of pedagogical resistance. Building on Harney and Moten's The Undercommons, this paper discusses transnational examples of radical pedagogies that engage the city as an ecology of deformalised study. We highlight examples from Melbourne's COVID-19 lockdown regime, emphasising how informal study enabled community-led responses to crisis at city-scale. We then turn to urban ecologies of study arising from contemporary activist movements, drawing connections between protest movements in Hong Kong and Deleuze and Guattari's concept of the 'war machine'. This leads to a speculative re-imagining of alternative educational values and futures within a milieu of activist study, care, and resistance.

Too often, the experiences of women of color (WoC) academics are silenced despite university commitments to diversity and being spaces for and occupied by those who espouse liberal antiracist ideologies. We are a group of academics at various stages of our academic careers, from different disciplines, various universities in Australia, and from different and overlapping social backgrounds. The aim of this article is to engage in embodied theorizing about our experiences as WoC scholars in Australian universities. Despite our diverse histories and trajectories arising from our social positionalities, our stories speak to our two-fold struggles—our struggles with resisting varied colonial violence through academia, and in this process, experiencing colonial violence within academia. Building on Lugones (2003), we conclude with a discussion on the importance and the possibilities of working in solidarity toward social justice, liberation, and decolonial feminist futures from and within the academy. Public Significance Statement: The aim of this article is to engage in embodied theorizing about our experiences as women of color (WoC) scholars in Australian universities. The findings suggest that despite the diverse histories and trajectories arising from social positionalities, for many WoC universities are sites through which colonial violence is resisted and that in this process are sites where WoC experience colonial violence. [ABSTRACT FROM AUTHOR]

The combined impacts of COVID-19 and global climate change are destabilising the infrastructures and future prospects of formal educational systems, with schools and universities struggling to adapt to conditions of radical precarity. At the same time, activist movements are generating alter-educational platforms that reappropriate the learning infrastructures of cities as mobile architectures of pedagogical resistance. Building on Harney and Moten's The Undercommons, this paper discusses transnational examples of radical pedagogies that engage the city as an ecology of deformalised study. We highlight examples from Melbourne's COVID-19 lockdown regime, emphasising how informal study enabled community-led responses to crisis at city-scale. We then turn to urban ecologies of study arising from contemporary activist movements, drawing connections between protest movements in Hong Kong and Deleuze and Guattari's concept of the 'war machine'. This leads to a speculative re-imagining of alternative educational values and futures within a milieu of activist study, care, and resistance. [ABSTRACT FROM AUTHOR]