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Towards Posthumanism in Education
This edited volume presents a post-humanist reflection on education, mapping the complex transdisciplinary pedagogy and theoretical research while also addressing questions related to marginalised voices, colonial discourses, and the relationship between theory and practice.
Exhibiting a re-imagination of education through themed relationalities that can transverse education, this cutting-edge book highlights the importance of matter in educational environments, enriching pedagogies, teacher-student relationships and curricular innovation. Chapters present contributions that explore education through various international contexts and educational sectors, unravelling educational implications with reference to the climate change crisis, migrant children in education, post-pandemic education, feminist activists and other emergent issues. The book examines the ongoing iterations of the entanglement of colonisation, modernity, and humanity with education to propose a possibility of education capable of upholding heterogeneous worlds.
Curated with a global perspective on transversal relationalities and offering a unique outlook on posthuman thoughts and actions related to education, this book will be an important reading for students, researchers and academics in the fields of philosophy of education, sociology of education, posthumanism and new materialism, curriculum studies, and educational research.
Exhibiting a re-imagination of education through themed relationalities that can transverse education, this cutting-edge book highlights the importance of matter in educational environments, enriching pedagogies, teacher-student relationships and curricular innovation. Chapters present contributions that explore education through various international contexts and educational sectors, unravelling educational implications with reference to the climate change crisis, migrant children in education, post-pandemic education, feminist activists and other emergent issues. The book examines the ongoing iterations of the entanglement of colonisation, modernity, and humanity with education to propose a possibility of education capable of upholding heterogeneous worlds.
Curated with a global perspective on transversal relationalities and offering a unique outlook on posthuman thoughts and actions related to education, this book will be an important reading for students, researchers and academics in the fields of philosophy of education, sociology of education, posthumanism and new materialism, curriculum studies, and educational research.
232 pages, Hardcover
Published May 14, 2024
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March 4, 2025
De fleste af artiklerne i denne antologi baserer sig på de samme posthumanistiske og nymaterialistiske idéer (Deleuze, Guattari, Braidotti, Barad og Harraway). Således bliver der meget gentagelse. Men faktisk gør det ikke noget, da alle artiklerne har hver deres udgangspunkt for anvendelsen og refleksionen over disse teorier sammen med forskellige konstellationer, begrebskombinationer og begrebsfokus.
Til gengæld er jeg skuffet over den gennemgående overfladiskhed i artiklerne. Overfladisk forstået på den måde at alle artiklerne forbliver på en meget generelt analyseniveau. Der er ingen dybere, strukturelle analyser af uddannelsessystemet eller pædagogiske praksisser, men derimod autoetnografiske og vignetfunderede analyser, der aldrig rigtigt formår at komme helt ned i de spændende strukturelle, konkrete og praktiske konsekvenser som det valgte begrebsapparat leder op til.
Antologien kan altså bruges som en overordnet indgang til feltet, hvis man mest er interesseret i den hverdagslige pædagogiske praksis eller hvis man ønsker at se, hvilke begreber og kombinationer forskere benytter sig af, når de taler om posthumanistisk pædagogik og uddannelse.
Til gengæld er jeg skuffet over den gennemgående overfladiskhed i artiklerne. Overfladisk forstået på den måde at alle artiklerne forbliver på en meget generelt analyseniveau. Der er ingen dybere, strukturelle analyser af uddannelsessystemet eller pædagogiske praksisser, men derimod autoetnografiske og vignetfunderede analyser, der aldrig rigtigt formår at komme helt ned i de spændende strukturelle, konkrete og praktiske konsekvenser som det valgte begrebsapparat leder op til.
Antologien kan altså bruges som en overordnet indgang til feltet, hvis man mest er interesseret i den hverdagslige pædagogiske praksis eller hvis man ønsker at se, hvilke begreber og kombinationer forskere benytter sig af, når de taler om posthumanistisk pædagogik og uddannelse.
Displaying 1 of 1 review