Dr. Evelien Geerts (she/they) is a multidisciplinary philosopher (Ph.D. University of California, Santa Cruz, USA) with a passion for political philosophy, critical theory, and critical pedagogies.

A Research Fellow (part of the ERC-funded Urban Terrorism in Europe (2004-19): Remembering, Imagining, and Anticipating Violence project, University of Birmingham, UK) and a Posthumanities Hub Affiliated Researcher (Linköping University, SE), Geerts examines political philosophical questions of identity, difference, and violence, and that through critical posthumanist, new materialist, and Deleuzoguattarian perspectives. Their work has been published in Philosophy Today, Women’s Studies International Forum, Rhizomes: Cultural Studies in Emerging Knowledge, amongst others, and two monograph projects are currently in development: a project that investigates the implications of reconceptualizing violence as a complex agential realist phenomenon and one combining affect theory, digital post-Humanities, and critical new materialisms to better examine the socio-political impact of alt-right, terrorist, and fascist memes.

In addition to possessing plenty of managerial expertise (organizer of summer schools, such as the Kif Kif Gender & Superdiversity summer school; expert seminars; workshops; …) and editorial skills (editorial board member & editor of Humanities & Social Sciences Communications; former editorial board member & editor of Tijdschrift voor Genderstudies (2015-2020); (co-)editor of several special journal issues of Somatechnics, Journal of Digital Social Research, Tijdschrift voor Genderstudies, and Matter; …), Geerts is also committed to critical pedagogies-based teaching and the much-needed praxis of public philosophy.

For more information, download Geerts’ academic curriculum or check out their Linktree page. 

Geerts' research interests include new materialist, posthumanist, and Deleuzoguattarian philosophy, the (post-)Anthropocene, political philosophical questions of identity, difference, and violence, and critical and diffractive pedagogies.