| 11. |
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| 12. |
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| 13. |
- Pedersen, Helena
(författare)
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Djuren hjälper oss att förstå oss själva
- 2008
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Ingår i: Svenska Dagbladet. - Stockholm : Hb Svenska dagbladets AB & Co. - 1101-2412. ; :28/1
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 14. |
- Pedersen, Helena
(författare)
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Education, animals, and the commodity form
- 2012
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Ingår i: Culture and Organization. - : Routledge. - 1475-9551 .- 1477-2760. ; 18:5, s. 415-432
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Tidskriftsartikel (refereegranskat)abstract
- What would biocommodities say if they could teach? This article investigates what kind of work education performs in biocommoditization processes. It makes two contributions to scholarship on commoditization. First, it integrates education into Marx’s formula for the circulation of capital through the commodity form. Second, it provides a case study of veterinary education to develop Helmreich’s ‘unfinished worksheet’ of biocommoditization, that is, the adaptation of Marx’s formula to biocapital accumulation (B–C–B′). With the material embeddedness of veterinary education in the animal commodity form as an empirical example viewed through a synthesis of Marxist and posthumanist analyses, this article works through each component of Helmreich’s B–C–B′ chain (animal material, animal commodity, animal capital), with particular attention to its interplay with educational practice. In the end, education emerges as a vitalizing guide among other organic and inorganic actants that channel student traffic into the animal economy. This channeling of student traffic is, however, complicated by an element of indeterminacy always already accompanying the education process as well as the transformation of biomaterial into capital.
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| 15. |
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| 16. |
- Pedersen, Helena
(författare)
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Education Policymaking for Social Change : a post-humanist intervention
- 2010
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Ingår i: Policy Futures in Education. - : Symposium Journals. - 1478-2103 .- 1478-2103. ; 8:6, s. 683-696
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Tidskriftsartikel (refereegranskat)abstract
- The humanist tradition in Western education systems is increasingly coming under critical scrutiny by posthumanist scholars, arguing that Enlightenment humanism accommodates a number of serious shortcomings such as being essentialist, exclusive, and unable to meet its own criteria of value pluralism, tolerance, and equity for all. This article formulates some challenges posed to formal education by posthumanist theory, addressing international education policymaking for social change. Based on an analysis of a number of education policy documents produced by UNESCO, the Organisation for Economic Co-operation and Development, the World Bank, the European Commission, and the Nordic Council of Ministers, it elicits five pervasive ideas about the relationship between education and social change that are frequently appearing in contemporary rhetoric of education policymaking: ‘the knowledge society’; ‘the democratic society’; ‘the multicultural society’; ‘the globalized society’ and ‘the sustainable society’. Inspired by critical discourse analysis, the article identifies a number of research questions focused on each of these five ideas and explores possible responses, inflected by a range of recent cross-disciplinary posthumanist scholarship, that deconstruct conventional assumptions about the idea of education in general and of education policymaking in particular. It concludes with a discussion of what subject positions and repertoires are, or are not, allowed to emerge in education policymaking for social change.
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| 17. |
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| 18. |
- Pedersen, Helena
(författare)
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Follow the Judas sheep : materializing post-qualitative methodology in zooethnographic space
- 2013
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Ingår i: QSE. International journal of qualitative studies in education. - : Routledge. - 0951-8398 .- 1366-5898. ; 26:6, s. 717-731
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Tidskriftsartikel (refereegranskat)abstract
- What becomes of education when performed in a slaughterhouse? Drawing on Raunig’s Marxian–Deleuzian treatise on the machine, the article configures the veterinary education curriculum and the animal production system as two symbiotic apparatuses connected by innumerable flows, routes, movements, rhythms, and passages. Using critical posthumanist analyses to work through empirical material from zooethnographic fieldwork in veterinary education, the article maps how human and animal subjectivities are formed along with crisscrossing biochoreographies of pedagogical and animal production rituals in intimate interplay. The article argues that as education becomes materially enclosed in the process of animal slaughter, teaching becomes distributed among human and nonhuman actants, students (and the education researcher) become a collective human component, or prosthesis, of the slaughter apparatus, and pedagogy itself becomes a prosthesis of slaughter. As student affect is recruited in the “educationalization” of violence, students’ expressions of abjection in the slaughterhouse may be configured as an integral and necessary part of, rather than a disturbing side-effect of, slaughter education. At an epistemological level, this indicates that critical posthumanist inquiry accommodates a particular potential to bring forth “the edges” in qualitative education research.
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