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.
TABLE OF CONTENTS
part |74 pages
Humanism, Posthumanism, and Educational Research
chapter |13 pages
“Approximate-Rigorous Abstractions”
part |30 pages
Attuning to the More-Than-Human Complexities of the Classroom
part |30 pages
Ecological Aesthetics
chapter |13 pages
Affirmations and Limitations of Rancière's Aesthetics
part |46 pages
What Posthumanist Education Will Have Been