Hauntings Across the Divide: Transdisciplinary Activism, Dualisms, and the Ghosts of Racism in Engineering and Humanities Education.

In this paper, we report on an intervention across continents and disciplines that brought together differently positioned students in South Africa and the USA. A collaboration between our classes-an introductory Geographic Information Systems (GIS) class in South Africa and a composition class in the United States-was facilitated and investigated by us. The point of departure of the intervention was to service socially just and anti-racist pedagogies through experimentation.