Posthumanism and Educational Research

Posthumanism and Educational Research

In this volume, a group of international contributors use posthumanist theory to present new modes of institutional collaboration and pedagogical practice.

Author: Nathan Snaza

Publisher: Routledge

ISBN: 9781317668619

Category: Education

Page: 204

View: 824

Focusing on the interdependence between human, animal, and machine, posthumanism redefines the meaning of the human being previously assumed in knowledge production. This movement challenges some of the most foundational concepts in educational theory and has implications within educational research, curriculum design and pedagogical interactions. In this volume, a group of international contributors use posthumanist theory to present new modes of institutional collaboration and pedagogical practice. They position posthumanism as a comprehensive theoretical project with connections to philosophy, animal studies, environmentalism, feminism, biology, queer theory and cognition. Researchers and scholars in curriculum studies and philosophy of education will benefit from the new research agendas presented by posthumanism.
Categories: Education

Posthumanism and Higher Education

Posthumanism and Higher Education

This book explores ways in which posthumanist and new materialist thinking can be put to work in order to reimagine higher education pedagogy, practice and research.

Author: Carol A. Taylor

Publisher: Springer

ISBN: 9783030146726

Category: Education

Page: 375

View: 936

This book explores ways in which posthumanist and new materialist thinking can be put to work in order to reimagine higher education pedagogy, practice and research. The editors and contributors illuminate how we can move the thinking and doing of higher education out of the humanist cul-de-sac of individualism, binarism and colonialism and away from anthropocentric modes of performative rationality. Based in a reconceptualization of ontology, epistemology and ethics which shifts attention away from the human towards the vitality of matter and the nonhuman, posthumanist and new materialist approaches pose a profound challenge to higher education. In engaging with the theoretical twists and turns of various posthumanisms and new materialisms, this book offers new, experimental and creative ways for academics, practitioners and researchers to do higher education differently. This ground-breaking edited collection will appeal to students and scholars of posthumanism and new materialism, as well as those looking to conceptualize higher education as other than performative practice.
Categories: Education

Posthuman Research Practices in Education

Posthuman Research Practices in Education

Through fifteen contributions from leading international thinkers, this book provides original approaches to posthumanist research practices in education. It responds to questions which consider the effect and reach of posthuman research.

Author: Carol Taylor

Publisher: Springer

ISBN: 9781137453082

Category: Education

Page: 272

View: 194

How do we include and develop understandings of those beyond-the-human aspects of the world in social research? Through fifteen contributions from leading international thinkers, this book provides original approaches to posthumanist research practices in education. It responds to questions which consider the effect and reach of posthuman research.
Categories: Education

Posthuman and Political Care Ethics for Reconfiguring Higher Education Pedagogies

Posthuman and Political Care Ethics for Reconfiguring Higher Education Pedagogies

This book makes an important contribution to ongoing debates about the epistemological, ethical, ontological and political implications of relational ethics in higher education.

Author: Vivienne Bozalek

Publisher: Routledge

ISBN: 9781000218213

Category: Education

Page: 164

View: 956

This book makes an important contribution to ongoing debates about the epistemological, ethical, ontological and political implications of relational ethics in higher education. By furthering theoretical developments on the ethics of care and critical posthumanism, it speaks to contemporary concerns for more socially just possibilities and enriched understandings of higher education pedagogies. The book considers how the political ethics of care and posthuman/new feminist materialist ethics can be diffracted through each other and how this can have value for thinking about higher education pedagogies. It includes ideas on ethics which push those boundaries that have previously served educational researchers and proposes new ways of conceptualising relational ethics. Chapters consider the entangled connections of the linguistic, social, material, ethical, political and biological in relation to higher education pedagogies. This topical and transdisciplinary book will be of great interest for academics, researchers and postgraduate students in the fields of posthuman and care ethics, social justice in education, higher education, and educational theory and policy.
Categories: Education

Towards a Posthuman Theory of Educational Relationality

Towards a Posthuman Theory of Educational Relationality

The book introduces the concept of ‘educational relationality’ and contains examples of nonhuman elements of technology and animals, putting educational relationality and other concepts into context as part of the philosophical ...

Author: Simon Ceder

Publisher: Routledge

ISBN: 9781351044172

Category: Education

Page: 164

View: 891

Towards a Posthuman Theory of Educational Relationality critically reads the intersubjective theories on educational relations and uses a posthuman approach to ascribe agency relationally to humans and nonhumans alike. The book introduces the concept of ‘educational relationality’ and contains examples of nonhuman elements of technology and animals, putting educational relationality and other concepts into context as part of the philosophical investigation. Drawing on educational and posthuman theorists, it answers questions raised in ongoing debates regarding the roles of students and teachers in education, such as the foundations of educational relations and how these can be challenged. The book explores educational relations within the field of philosophy of education. After critically examining intersubjective approaches to theories of educational relations, anthropocentrism and subject-centrism are localized as two problematic aspects. Post-anthropocentrism and intra-relationality are proposed as a theoretical framework, before the book introduces and develops a posthuman theory of educational relations. The analysis is executed through a diffractive reading of intersubjective theories, resulting in five co-concepts: impermanence, uniqueness-as-relationality, proximity, edu-activity, and intelligibility. The analysis provided through educational examples demonstrates the potential of using the proposed theory in everyday practices. Towards a Posthuman Theory of Educational Relationality will be of great interest to researchers and postgraduate students in the fields of philosophy of education, early childhood education, research methodology and curriculum studies.
Categories: Education

Posthumanism and Literacy Education

Posthumanism and Literacy Education

Covering key terms and concepts in the emerging field of posthumanism and literacy education, this volume investigates posthumanism, not as a lofty theory, but as a materialized way of knowing/becoming/doing the world.

Author: Candace R. Kuby

Publisher: Routledge

ISBN: 9781351603089

Category: Education

Page: 254

View: 674

Covering key terms and concepts in the emerging field of posthumanism and literacy education, this volume investigates posthumanism, not as a lofty theory, but as a materialized way of knowing/becoming/doing the world. The contributors explore the ways that posthumanism helps educators better understand how students, families, and communities come to know/become/do literacies with other humans and nonhumans. Illustrative examples show how posthumanist theories are put to work in and out of school spaces as pedagogies and methodologies in literacy education. With contributions from a range of scholars, from emerging to established, and from both U.S. and international settings, the volume covers literacy practices from pre-K to adult literacy across various contexts. Chapter authors not only wrestle with methodological tensions in doing posthumanist research, but also situate it within pedagogies of teaching literacies. Inviting readers to pause, slow down, and consider posthumanist ways of thinking about agency, intra-activity, subjectivity, and affect, this book explores and experiments with new ways of seeing, understanding, and defining literacies, and allows readers to experience and intra-act with the book in ways more traditional (re)presentations do not.
Categories: Education

Education Out of Bounds

Education Out of Bounds

Through a unique combination of critical, posthumanist, and educational theories, the authors engage in a surreal journey into the worlds of feral children, alien reptoids, and faery faiths in order to understand how social movements are ...

Author: T. Lewis

Publisher: Springer

ISBN: 9780230117358

Category: Education

Page: 189

View: 892

Through a unique combination of critical, posthumanist, and educational theories, the authors engage in a surreal journey into the worlds of feral children, alien reptoids, and faery faiths in order to understand how social movements are renegotiating the boundaries of community.
Categories: Education

The Posthuman Child

The Posthuman Child

Entangled throughout this book are practical and theorised examples of philosophical work with student teachers, teachers, other practitioners and children (aged 3-11) from South Africa and Britain.

Author: Karin Murris

Publisher: Routledge

ISBN: 9781317511687

Category: Education

Page: 282

View: 419

The Posthuman Child combats institutionalised ageist practices in primary, early childhood and teacher education. Grounded in a critical posthumanist perspective on the purpose of education, it provides a genealogy of psychology, sociology and philosophy of childhood in which dominant figurations of child and childhood are exposed as positioning child as epistemically and ontologically inferior. Entangled throughout this book are practical and theorised examples of philosophical work with student teachers, teachers, other practitioners and children (aged 3-11) from South Africa and Britain. These engage arguments about how children are routinely marginalised, discriminated against and denied, especially when the child is also female, black, lives in poverty and whose home language is not English. The book makes a distinctive contribution to the decolonisation of childhood discourses. Underpinned by good quality picturebooks and other striking images, the book's radical proposal for transformation is to reconfigure the child as rich, resourceful and resilient through relationships with (non) human others, and explores the implications for literary and literacy education, teacher education, curriculum construction, implementation and assessment. It is essential reading for all who research, work and live with children.
Categories: Education

Decentering the Researcher in Intimate Scholarship

Decentering the Researcher in Intimate Scholarship

This book explores posthuman and multiplistic theories and concepts to decenter the researcher in intimate research.

Author: Kathryn Strom

Publisher: Emerald Group Publishing

ISBN: 9781787546356

Category: Education

Page: 248

View: 618

This book explores posthuman and multiplistic theories and concepts to decenter the researcher in intimate research. Also featured are conversations with posthuman scholars such as Rosi Braidotti, who highlight the possibilities and challenges of decentering the researcher as a practice of social justice research.
Categories: Education

Philosophy and Theory in Educational Research

Philosophy and Theory in Educational Research

Academic staff teaching research methods and seeking to introduce their students to philosophy-as-research without wishing to offer a prescriptive ‘how to’ guide will also find this book of particular interest.

Author: Amanda Fulford

Publisher: Routledge

ISBN: 9781317481638

Category: Education

Page: 182

View: 756

Philosophy and Theory in Educational Research: Writing in the margin explores the practices of reading and writing in educational philosophy and theory. Showing that there is no ‘right way’ to approach research in educational philosophy, but illustrating its possibilities, this text invites an engagement with philosophy as a possibility – and opening possibilities – for educational research. Drawing on their own research and theoretical and philosophical sources, the authors investigate the important issue of what it means to read and write when there is no prescribed structure. Innovative in its contribution to the literature, this edited volume enlightens readers in three ways. The volume focuses on the practices of reading and writing that are central to research in educational philosophy, suggesting that these practices constitute the research, rather than simply reporting it. It is not a prescriptive guide and should not be read procedurally. Rather, it is intended to illustrate the possibilities for this kind of research, and to suggest starting points for those pursuing research projects. Finally, attention is given to the ways in which conducting educational philosophy can be educative in itself, both to the researcher in writing it, and to its audience in reading it. With contributions from international scholars in the field of educational philosophy, this book is a valuable guide for practitioner-researchers, taught postgraduate and doctoral students, and early career researchers in university education departments. Academic staff teaching research methods and seeking to introduce their students to philosophy-as-research without wishing to offer a prescriptive ‘how to’ guide will also find this book of particular interest.
Categories: Education

Socially Just Pedagogies

Socially Just Pedagogies

This book addresses contemporary philosophical issues in higher education and how we can create socially just pedagogies and a socially just university.

Author: Rosi Braidotti

Publisher: Bloomsbury Publishing

ISBN: 9781350032903

Category: Philosophy

Page: 264

View: 746

This book addresses contemporary philosophical issues in higher education and how we can create socially just pedagogies and a socially just university. Providing a forum for thinking through how critical posthumanism, affect theory and feminist new materialisms provide a useful lens for higher education, and shows how these standpoints can benefit methods and practices of learning and teaching. Gross inequalities in higher education continue to affect pedagogical practices across geopolitical contexts and there is a need to consider new theories which call into question the commonplace humanist assumptions currently dominating the discourse around social justice in this context. However scholarship on the affective turn, critical posthumanism and new material feminisms, opens both new possibilities and responsibilities for higher education pedagogies. The approaches of this book also provide imaginative ways of engaging with current dissatisfactions with higher education, from the marketization of education, to issues of racism, discrimination and lack of diversity. Of international relevance, this collection particularly foreground southern contexts and case studies, such as the student activism in South African universities that has sparked a global project of decolonization and social justice in educational institutions. This book is an urgent call to reconceptualize, rethink and reconfigure pedagogies in higher education and the implications for future citizenship and social participation.
Categories: Philosophy

Educational Research in the Age of Anthropocene

Educational Research in the Age of Anthropocene

This book is ideally designed for professors, academicians, advanced-level students, scholars, and educational researchers seeking current research on the contestability of educational research in contemporary environments.

Author: Reyes, Vicente

Publisher: IGI Global

ISBN: 9781522553182

Category: Education

Page: 352

View: 825

The current geological age has had a profound effect on the relationship between society and nature, and it raises new issues for researchers. It is important for educational research to engage with the politics of knowledge production and address the ecological, economic, and political dynamics of the Anthropocene era. Educational Research in the Age of Anthropocene is a pivotal reference source that provides vital research on the impact of educational research paradigms through the dynamic interaction of human society and the environment. While highlighting topics such as human consciousness, complexity thinking, and queer theory, this publication explores the historical trends of theories, as well as the context in which educational models have been employed. This book is ideally designed for professors, academicians, advanced-level students, scholars, and educational researchers seeking current research on the contestability of educational research in contemporary environments.
Categories: Education

Educating the Posthuman

Educating the Posthuman

Educating the Posthuman is an exciting and refreshing book. Bravo! This book is unique and unusual. Weaver explores the intersections between literature, biosciences and curriculum theory.

Author: John A. Weaver

Publisher: Sense Pub

ISBN: 9460910939

Category: Education

Page: 153

View: 557

Educating the Posthuman is an exciting and refreshing book. Bravo! This book is unique and unusual. Weaver explores the intersections between literature, biosciences and curriculum theory. Understanding the posthuman best happens when scholars explore these three interrelated areas of study. From Frankenstein to Einstein, Weaver creates a fascinating text that all educators, literary scholars and scientists should read. From the problematics of pharmaceuticals to the promise of scholarly debate, this text dazzles. Weaver argues that the scientific issues of our day are best understood through the study of fiction. What does fiction teach that science does not? Are scientists blind to their own conundrums? Certainly colleges of education and public schools-Weaver claims-are bottomless conundrums. One of the most troubling and fascinating claims that Weaver makes is that curriculum scholars should leave colleges of education and find their homes elsewhere. Colleges of education-at least in the United States-have become unthinking, rule-bound, accrediting nightmares. Weaver says that colleges of education as well as public schools are worse than nightmares because at least at the end of a nightmare we wake up. But now, in colleges of education and in public schools, the nightmare goes on and on without reprieve. Clearly educating (the posthuman) is not happening in either colleges of education or public schools. What is happening is that professors of education and teachers as well as students are being miseducated to think that all that matters are instrumental outcomes and getting a paycheck. As if education has anything to do with getting a paycheck!! Weaver weaves these disturbing and exciting thoughts together in a most imaginative way. This book is a must read for students, teachers, professors and everyone who grapples with what is post about the human. Marla Morris Associate Professor of Education Georgia Southern University The notion that Colleges of Education and public education train their students to chase monsters is nothing new. The fact that these monsters are the power of a liberal arts education, democratic thinking in the Deweyan sense, and dreams of public service and public good tells us that things are horribly wrong. Drugged physically, morally and intellectually schools are producing sharp self-medicators who function in our society based on their lessons learned. The life of the mind has been replaced by the desolate future we see in the Terminator movies. At one time the liberal arts and physical sciences were housed in the same units. Colleges of education also once followed such a model. Now we find the liberal arts reeling and their influence on our thought diminished. John Weaver's idea of curriculum studies following the liberal arts is not one to be discarded lightly. There is no room in colleges of education for the undrugged mind to find a home. When preservice and inservice students tell me they used to like to read, then I know we're doing the same thing to our own literacy identities that we are doing to children.
Categories: Education

Posthumanism and the Digital University

Posthumanism and the Digital University

Emerging Approaches to Educational Research: Tracing the Sociomaterial.
London, UK: Routledge. Ferguson, S. 2012. Learner analytics: drivers,
developments and challenges. International Journal of Technology Enhanced
Learning 4(5–6): ...

Author: Lesley Gourlay

Publisher: Bloomsbury Publishing

ISBN: 9781350038189

Category: Language Arts & Disciplines

Page: 200

View: 774

It is a commonplace in educational policy and theory to claim that digital technology has 'transformed' the university, the nature of learning and even the essence of what it means to be a scholar or a student. However, these claims have not always been based on strong research evidence. What are students and scholars actually doing in the day-to-day life of the digital university? This book examines in detail how the world of the digital interacts with texts, artefacts, devices and humans, in the contemporary university setting. Weaving together perspectives from a range of thinkers and disciplinary sources, Lesley Gourlay draws on ideas from posthuman and new materialist theory in particular, to open up our understanding about how digital knowledge practices operate. She proposes that digital engagement in the university should not be regarded as 'virtual' or disembodied, but instead may be understood as a complex set of entanglements of the body, texts and material artefacts, making a case that agency and the ways in which knowledge emerges should be regarded as 'more than human'.
Categories: Language Arts & Disciplines

Posthumanist and New Materialist Methodologies

Posthumanist and New Materialist Methodologies

This book features interviews with 19 scholars who do research with children in a variety of contexts.

Author: Claudia Diaz-Diaz

Publisher: Springer Nature

ISBN: 9789811527081

Category: Education

Page: 224

View: 376

This book features interviews with 19 scholars who do research with children in a variety of contexts. It examines how these key scholars address research 'after the child’ by exploring the opportunities and challenges of drawing on posthumanist and materialist methodologies that unsettle humanist research practices. The book reflects on how posthumanist and materialist approaches have informed research in relation to de-centering the child, re-thinking methodological concepts of voice, agency, data, analysis and representation. It also explores what the future of research after the child might entail and offers suggestions to new and emerging scholars involved in research with children. Reviewing how posthumanist and materialist approaches have informed authors’ thinking about children, research and knowledge production, the book will appeal to graduate students and emerging scholars in the field of childhood studies who wish to experiment with posthumanist methodologies and materialist approaches.
Categories: Education

Posthuman Pedagogies in Practice

Posthuman Pedagogies in Practice

This book investigates transdisciplinary, arts-based approaches to developing innovative and pertinent higher education pedagogy.

Author: Annouchka Bayley

Publisher: Springer

ISBN: 9783319709789

Category: Education

Page: 260

View: 131

This book investigates transdisciplinary, arts-based approaches to developing innovative and pertinent higher education pedagogy. Introducing timely critical thinking strategies, the author addresses some of the key issues facing educators today in an increasingly complex digital, technological and ecological world. The author combines emerging ideas in the New Materialism and Posthumanism schools of thought with arts-based teaching and learning, including Practice-as-Research, for Social Science contexts, thus exploring how this approach can be used to productively create new pedagogical strategies. Drawing on a rich repertoire of real-life examples, the volume suggests transferrable routes into practice that are suitable for lecturers, researchers and students. This practical and innovative volume will appeal to researchers and practitioners interested in Posthuman and New Materialist theories, and how these can be applied to the educational landscape in future.
Categories: Education

Posthumanist and New Materialist Methodologies

Posthumanist and New Materialist Methodologies

This book features interviews with 19 scholars who do research with children in a variety of contexts.

Author: Claudia Diaz-Diaz

Publisher: Springer

ISBN: 9811527075

Category: Education

Page: 224

View: 857

This book features interviews with 19 scholars who do research with children in a variety of contexts. It examines how these key scholars address research 'after the child’ by exploring the opportunities and challenges of drawing on posthumanist and materialist methodologies that unsettle humanist research practices. The book reflects on how posthumanist and materialist approaches have informed research in relation to de-centering the child, re-thinking methodological concepts of voice, agency, data, analysis and representation. It also explores what the future of research after the child might entail and offers suggestions to new and emerging scholars involved in research with children. Reviewing how posthumanist and materialist approaches have informed authors’ thinking about children, research and knowledge production, the book will appeal to graduate students and emerging scholars in the field of childhood studies who wish to experiment with posthumanist methodologies and materialist approaches.
Categories: Education

Theorising Posthuman Childhood Studies

Theorising Posthuman Childhood Studies

Environmental Education Research, 19(4), 445–457. https://doi.org/10.1080/135 04622.2012.700698. ... Posthumanism and educational research.

Author: Karen Malone

Publisher: Springer Nature

ISBN: 9789811581755

Category: Education

Page: 251

View: 591

This book is a genealogical foregrounding and performance of conceptions of children and their childhoods over time. We acknowledge that children’s lives are embedded in worlds both inside and outside of structured schooling or institutional settings, and that this relationality informs how we think about what it means to be a child living and experiencing childhood. The book maps the field by taking up a cross-disciplinary, genealogical niche to offer both an introduction to theoretical underpinnings of emerging theories and concepts, and to provide hands-on examples of how they might play out. This book positions children and their everyday lived childhoods in the Anthropocene and focuses on the interface of children’s being in the everyday spaces and places of contemporary communities and societies. In particular this book examines how the shift towards posthuman and new materialist perspectives continues to challenge dominant developmental, social constructivist and structuralist theoretical approaches in diverse ways, to help us to understand contemporary constructions of childhoods. It recognises that while such dominant approaches have long been shown to limit the complexity of what it means to be a child living in the contemporary world, the traditions of many Eurocentric theories have not addressed the diversity of children’s lives in the majority of countries or in the Global South.
Categories: Education

Kinship and Collective Action

Kinship and Collective Action

'Posthumanist Education and Animal Interiority,' in Nathan Snaza and John A. Weaver, eds., Posthumanism and Educational Research.

Author: Gero Bauer

Publisher: Narr Francke Attempto Verlag

ISBN: 9783823302292

Category: Literary Criticism

Page: 291

View: 672

"Make kin, not babies!", Donna Haraway demands in an attempt to offer new and creative ways of thinking what kinship might mean in an age of ecological devastation. At the same time, the emergence of a seemingly new culture of public protest and political opinion have provoked scholars such as Judith Butler to address the contexts and dynamics of public collective action. This volume explores the dynamic relationship between structures of kinship and the (material) conditions under which collective action emerges from a literary and cultural studies perspective. How are kinship and collective action negotiated in literature, the arts, or in specific historical moments, and how does this affect the role of representation? How have conceptualizations of both concepts developed over time, and what can we infer from this for questions of kinship and collective action today?
Categories: Literary Criticism

International Handbook of Philosophy of Education

International Handbook of Philosophy of Education

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes.

Author: Paul Smeyers

Publisher: Springer

ISBN: 9783319727615

Category: Education

Page: 1472

View: 407

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg
Categories: Education