The push to sustain online learning platforms that have been established in the wake of Covid-19 at South African universities raises a number of concerns. Apart from highlighting the stark and ongoing social inequities in terms of access, the need to ensure that there is still scope in our teaching practice for affective and performative encounters has also been thrown into sharp relief. I draw on two teaching contexts, the one dealing with a literary text, and the other a live performance in order to explore the decolonial potential of affective encounter
