ABSTRACT

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.

chapter |14 pages

Introduction

Education and the Posthumanist Turn

part |74 pages

Humanism, Posthumanism, and Educational Research

chapter |13 pages

Researching the Posthuman

The “Subject” as Curricular Lens

chapter |20 pages

Education Policy Making for Social Change

A Posthumanist Intervention

chapter |13 pages

“Approximate-Rigorous Abstractions”

Propositions of Activation for Posthumanist Research in Education

part |30 pages

Attuning to the More-Than-Human Complexities of the Classroom

chapter |13 pages

Ecologies of Praxis

Teaching and Learning Against the Obvious

chapter |15 pages

Losing Animals

Ethics and Care in a Pedagogy of Recovery

part |30 pages

Ecological Aesthetics

chapter |13 pages

Affirmations and Limitations of Rancière's Aesthetics

Questions for Art and its Education in the Anthropocene

part |46 pages

What Posthumanist Education Will Have Been

chapter |16 pages

Undoing Anthropocentrism in Educational Inquiry

A Phildickian Space Odyssey?

chapter |15 pages

Resisting Becoming a Glomus Within Posthuman Theorizing

Mondialisation and Embodied Agency in Educational Research