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1.
Sherilyn Lennon 《International journal of qualitative studies in education》2017,30(6):534-545
Over the past three decades, calls for alternative forms of qualitative research that require of the researcher to think deeply, differently, disruptively and diffractively have been gathering momentum. This article adds to a growing bank of possibilities for this type of work by re-turning feelings that emerged while doing insider activist work related to issues of gender in an isolated rural Australian community. The original five-year study drew on emancipatory, poststructural feminist and critical research paradigms; however, this paper takes a paradigmatic leap to fold in posthumanist and new materialist thinking as it re-turns feelings that mattered and were produced as part of the mangle of doing activist research. The paper foregrounds a different way of knowing by embracing a researcher identity that is an assemblage of shifting feelings, thoughts, physical realities, identities, temporalities, speech acts and practices. This postmodern paradox is a superposition of knowings and unknowings; certainties and uncertainties; power and powerlessness; an entanglement of relations and productions that are troubled and troubling, determined and indeterminate, comfortable and uncomfortable. 相似文献
2.
David Rousell 《The Journal of environmental education》2019,50(2):84-96
This article develops the concept of the “parental milieu” as a theoretical tool for biosocial research in environmental education and the emerging field of critical life studies. Using the concept of milieu as a catalyst for theoretical inquiry, we map several movements and variations of the term through the 20th century works of von Uexkull, Simondon, and Deleuze and Guattari. This results in the development of four propositions that connect the parental milieu with the territorial milieu of the animal world; the technical milieu of ubiquitous digital networks; the metabolic milieu of consumption; and the trans-qualitative milieu of fluid relations and queer kinships. We conclude with a call for transgenerational research that addresses the ways that the parental milieu intersects with children's environmental learning and ethico-aesthetic sensibilities. 相似文献
3.
AbstractEnvironmental education (EE) scholars view intergenerational learning as a means to influence adult understandings of and relationships with the environment. Yet EE researchers have studied intergenerational learning in a limited fashion, with no emphasis on its role in higher education. The purpose of this article is to use feminist posthumanist theories to broadly explore intergenerational learning in critical food studies courses taught at the university level. We rely primarily on student coursework and post-course interviews as data sources that convey student perceptions of interactions with their families and the natural world, demonstrating how students develop relational identities shaped by personal experience as well as experiences in the course. To conclude, we discuss both the limitations and implications of this research for the field of EE. 相似文献
4.
This discussion begins from the speculation that evaluating formulations of life has become one of the leading prerogatives of “novel” turns to matter, materiality, and the posthuman. However, moving with the Other (rather than simply representing them) has proven a difficult task for scholars in education concerned with decolonizing pedagogies by critiquing epistemological and ontological regimes of power disengaged from the interrogation of the metaphysics of race and sex at the center of Western metaphysical foundations of thought. There is an ongoing need for sustained engagement with the assumption of human primacy that runs through the nearly ubiquitous assertions of what Claire Colebrook calls active vitalism, which is characteristic of humanist approaches to education. In other words, the new conceptualizations of posthumanism only rarely challenge the lingering humanist concept of life itself. In this article, Petra Mikulan and Adam Rudder argue that posthumanist and neo‐vitalist materialist approaches to ontology must consider that racism is vitalist in the active sense because it begins with bodies (as bounded organisms always autopoetic and self‐proximate) and that vitalism is racist because it then distributes and discriminates racialized bodies according to their function as parts in a whole. 相似文献
5.
Helena Pedersen 《Discourse: Studies in the Cultural Politics of Education》2010,31(2):237-250
Formal education in Western society is firmly rooted in humanist ideals. ‘Becoming human’ by cultivating certain cognitive, social, and moral abilities has even symbolised the idea of education as such in Enlightenment philosophical traditions. These ideas are increasingly coming under scrutiny by posthumanist theorists, who are addressing fundamental ontological and epistemological questions about defining an essential ‘human nature’, as well as the elastic boundary work between the human and nonhuman subject. This paper responds to the ongoing discussions on the diverse articulations of posthumanism in education theory and animal studies by investigating possibilities of a shared conceptual framework that allows for a productive dialogue between them. By analysing some of the meanings attached to the notion of posthumanism in education theory and animal studies, the paper begins to identify some instabilities of humanist traditions/ideals of education and explores posthumanist challenges to research on the institutionalised production, mediation, and development of knowledge. 相似文献
6.
Teresa Lloro-Bidart 《Environmental Education Research》2017,23(1):111-130
This paper contributes to a nascent conversation in environmental education (EE) research by using ethnographic data and extant theory to develop a feminist posthumanist political ecology of education for theorizing human–animal relations/relationships. Specifically, I (1) engage feminist methodologies and theories; (2) give epistemological and theoretical attention to nonhuman animals; and (3) address the field of EE’s minimal engagement with the interdisciplinary research agenda of political ecology. The paper begins with a literature review examining how feminist and/or posthumanist scholars have theorized human–animal (or human–nature) relations/relationships. Next, I outline the conceptual frameworks guiding the analyses of ethnographic data I collected at Long Beach, California’s Aquarium of the Pacific and follow with a brief overview of the study. I conclude by outlining the major tenets of this article’s conceptual framework, which contributes to a growing conversation in EE regarding human–animal relations/relationships and lays the groundwork for other political ecologies of education. 相似文献
7.
Anne Teresa Demo 《Quarterly Journal of Speech》2017,103(3):277-300
This essay examines the complex relationship between agency and technology. I compare autism apps developed by Samsung and Toca Boca and show that while app marketing retains a human-centered notion of agency, user–app interactions distribute agency through a constellation of human and nonhuman actors. The divergence between marketing and use, as well as critiques about agency and technology within disability studies, motivates my argument for hacking agency. Whether in computer or knowledge networks, hacking is a critical process that exploits information silos for particular ends. In this essay, I seek to broaden notions of rhetorical capacity and challenge narrow approaches to intentionality so as to facilitate the attribution of agency across the neurological spectrum. 相似文献
8.
John A. Weaver 《Educational Philosophy and Theory》2017,49(11):1055-1065
AbstractThis essay defines and critiques ‘methodocentrism’, the belief that predetermined research methods are the determining factor in the validity and importance of educational research. By examining research in science studies and posthumanism, the authors explain how this methodocentrism disenables research from taking account of problems and non-human actants that are presumed to be of no importance or value in existing social science research methodologies, both qualitative and quantitative. Building from a critique of these methods as profoundly anthropocentric, the authors examine three crucial problematics in which methodocentrism functions in educational research: the institutionalization of graduate training, a wide-spread privileging of the visual (part and parcel of empiricism), and the seeming necessity of ‘data’ in social scientific research methodologies. Ultimately, this article does not reject the necessity of particular studies having methods—rigorous, philosophically grounded approaches to problems in the world—but it argues that the belief that methods must be selected from existing options and assembled before approaching the ‘objects’ of study is not only a form of bad science, it is also deeply implicated in anthropocentric and colonialist politics. Instead, what research requires today is a thorough rethinking of the very distinction between subject and object and a renewed questioning of how agency functions in specific research settings. 相似文献
9.
ABSTRACTThis paper presents research on movements involved in the lives of international university students and their accompanying family members. Located in the framing of new empiricisms and new materialisms, a posthumanist approach is offered as a way to move beyond the limitations of a focus on the educational mobilities of individualised self-contained student subjects. The research this paper draws on engages a diffractive visual methodology involving interview encounters with women who each moved from Iran to Australia together with their partner and children. A materialist feminist approach enables the consideration of how a variety of entangled movements and animated affects shape the lives of international student families. The utility of this approach becomes the inspiration for thinking through the concept of ‘intra-active becoming in movement’. This brings a refreshed set of practices for designing higher education experiences for international students that resists the divisiveness of binary oppositions in Western thought. 相似文献
10.
Stephen Abblitt 《高等教育研究与发展》2019,38(1):97-109
ABSTRACTThe term postdigital has in recent years been applied across a broad range of disciplines, including literary studies, to describe an era in which digital media and technologies have become the dominant, if not hegemonic, aesthetic, social, epistemological and ontological paradigm. However, the full effects on literary studies of the new modes of literary production and consumption, the nascent reading practices and literary interfaces, and the inscrutable knowledge infrastructures that have emerged in this postdigital era remain unexamined.This article articulates a possible framework for understanding the literary object in this postdigital era, and in the twenty-first-century classroom. It extends scholarship in critical posthumanism and the digital humanities into the field of literary studies to describe how the human reader is entangled in complex, mutable networks of socio-material and technical relations that foreground the reading experience. Unpacking the current print-based assumptions of literary studies, it considers how the discipline might broaden and deepen its own theoretical, methodological and pedagogical approaches to the postdigital literary object. Finally, turning toward a critique of the signature pedagogy of literary studies, close reading, it speculates on the impact of these developments on the present and future of postdigital literary pedagogy. 相似文献