| 31. |
- Pedersen, Helena, 1968
(författare)
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Människa-djurrelationer på museet: en kritisk pedagogisk introduktion
- 2022
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Ingår i: Ekokritik och museipedagogik i skuggan av antropocen. Nordbäck, C. & Rotbain, A. (red.), 274-292.. - : Statens museer för världskultur. - 9789198664522
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Hur kan djurs situation och livsvillkor uppmärksammas i skolan, lärarutbildningen och på museer? Kritisk djurpedagogik är ett nytt forskningsfält som fokuserar på djurs intressen och upplevelser i ett samhälle där de rutinmässigt exploateras för människans skull. Pedagogikforskaren Helena Pedersen presenterar här de teoretiska utgångspunkterna för den kritiska djurpedagogiken och diskuterar exempel på praktiska tillämpningar i museipedagogiska sammanhang.
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| 32. |
- Pedersen, Helena, 1968
(författare)
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Schizoanalysis and Animal Science Education
- 2019
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Within the education system, acts of violence toward animals take place and are manifested on a routine basis in science classes, in lecture halls, in school canteens, and during study visits to zoos, farms, and slaughterhouses. Taken for granted as ”necessary” for teaching and learning, this violence profoundly affects animals as well as students. It also provides new entry points for understanding education as a multispecies power regime, driven by numerous other investments than knowledge dissemination alone. What, then, is the nature of this educational violence, and how exactly does education work through techniques of interference with student and animal bodies? Based on ethnographic research within upper secondary schools and higher education, this book challenges the use of animals in education by innovative engagement of Deleuze and Guattari's tool of schizoanalysis. Sparking a fundamental rethinking of educational processes, relations, and aims, the book explores how scientific knowledge about animals proliferates through complex interplay of power and desire in contested spaces of teaching and learning. Configuring animal science education as a set of machines working in tandem with the animal industry, Helena Pedersen offers radical new insights into how education forms subjectivities and social orders under conditions of capitalist expansion that capture students and animals alike. Bringing together education studies, science studies, critical animal studies, and continental philosophy, Pedersen also provides examples of disruptive action that can put education to work for transformation and liberation.
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| 33. |
- Pedersen, Helena, 1968-, et al.
(författare)
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Critical Animal Pedagogies : Re-learning Our Relations with Animal Others
- 2016
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Ingår i: The Palgrave International Handbook of Alternative Education. - London : Palgrave Macmillan. - 9781137412904 - 9781137412911 ; , s. 415-430
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Our relations with animals permeate human social life, culture and education. These relations are asymmetrically imbued with power. Although not always explicitly acknowledged, animals are displayed, classified, studied and represented, as well as confined, manipulated, consumed and killed; in a multitude of forms in education, and in other sectors of society. Asymmetric power relations, through which students are implicitly or explicitly taught to utilise, dominate or control other species, permeate not only the use of animals as dissection “specimens” in school laboratories or as food served in the school canteen, but also non-invasive human–animal pedagogical situations such as animal-assisted interventions (AAI), some versions of outdoor education, study visits to zoos and farms, and so on. These situations communicate messages of animals’ instrumental position in human society and their endless accessibility for human purposes (Pedersen, 2010), often under the guise of harmonious interspecies coexistence. As will be made clear throughout our chapter, we view such messages as deeply problematic and counter-productive to anyliberatory educational project. How, then, should we teach and learn about animals, and what is the appropriate place of animals in education? Is there an alternative education; a critical animal pedagogy that opens other knowledges of human–animal relations? Put differently, what does education become when humans are not regarded as the only subjects?
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| 34. |
- Pedersen, Helena, 1968
(författare)
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Organizing a real that is yet to come: A critical inquiry of education in Animal Organization Studies
- 2023
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Ingår i: Linda Tallberg, Lindsay Hamilton (eds.), The Oxford Handbook of Animal Organization Studies. - Oxford : Oxford University Press. - 9780192848185 ; , s. 73-84
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this chapter is to introduce education as a key area of critical inquiry in Animal Organization Studies by analyzing its embeddedness in the animal-industrial complex (A-IC) (Noske, 1997). The concept of the A-IC has been defined and its analytic force examined in a few influential texts (Noske, 1997; Twine, 2012), but the role and function of educational institutions in the A-IC is largely unexplored (Pedersen, 2019). The first part of the chapter offers a brief account of significant intersections of the A-IC and Animal Organization Studies, based on the animal studies and organization studies literature. The second part of the chapter explores what work education does in the A-IC, drawing on an example from ethnographic fieldwork in a Swedish upper secondary school theorized through Deleuze and Guattari ([1980] 2004). In the end, the organizing of promissory futures for students as animal science professionals relies on educational reproduction of the status quo of exploitative arrangements for animals in society, and in this way, education emerges as not only a central actor in, but a condition for the A-IC. Understanding the A-IC as an organizing concept for critical animal organization studies thus requires analyses of the multifaceted, dynamic and productive functions of education. Further research could focus on both what is at stake for the animals as well as the students caught up in educational spaces of the A-IC, and explore potential roles of education in collective resistance to this exploitation.
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| 35. |
- Pedersen, Helena, 1968
(författare)
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Anatomies of desire: Education and human exceptionalism after Anti-Oedipus
- 2024
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Ingår i: Educational Philosophy and Theory. - : Informa UK Limited. - 0013-1857 .- 1469-5812. ; 56:3, s. 252-261
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Tidskriftsartikel (refereegranskat)abstract
- In line with Andrew Culp's work Dark Deleuze (2016) and in opposition to the tendency in some education studies communities to selectively engage affirmative and vitalist dimensions of Deleuze's work, this article engages the radical critical theory foundation of Anti-Oedipus (1972/2009) by exploring anatomies of desire at work around students and animals in educational practice. Desiring-machines, with their capacity to produce repression as much as revolution; freedom as much as fascism and slavery take on specific and outlandish manifestations in the presence of animals in different educational settings. Drawing on ethnographic data from upper secondary school and higher education, the article identifies the subjectivation of students to implements of animal killing and control, and to the risk of physical harm accompanying work with wild animals, as constitutive anatomies of desire in these settings. The article argues that the way society and education make use of animals is emblematic of multiple and accelerating social-ecological crises. Emerging from Deleuze and Guattari's unsettling question, why we invest in the systems that destroy us, is not only a hierarchical human exceptionalism, but an invasive human expansionism that forces itself upon other species as well as upon philosophy of education in the 21st century.
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| 36. |
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| 37. |
- Pedersen, Helena, 1968-
(författare)
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Animals in Schools : Processes and strategies in human-animal education
- 2009
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Animals in Schools explores important questions in the field of critical animal studies and education by close examination of a wide range of educational situations and classroom activities. How are human- animal relations expressed and discussed in school? How do teachers and students develop strategies to handle ethical conflicts arising from the ascribed position of animals as accessible to human control, use, and killing? How do schools deal with topics such as zoos, hunting, and meat consumption? These are questions that have profound implications for education and society. They are graphically described, discussed, and rendered problematic based on detailed ethnographic research and are analyzed by means of a synthesis of perspectives from critical theory, gender, and postcolonial thought.
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| 38. |
- Pedersen, Helena, 1968-, et al.
(författare)
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Art, artistic research and the animal question
- 2008
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Ingår i: ArtMonitor: A Journal of Artistic Research. - Göteborg : Göteborgs universitet. - 1653-9958. ; :3, s. 109-123
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 39. |
- Pedersen, Helena, 1968
(författare)
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Att rädda en hotad värld: Schizoanalytisk kritik av djurens funktion i naturbruksutbildningar
- 2018
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Ingår i: Pedagogisk forskning i Sverige. - 1401-6788. ; 23:3-4, s. 192-213
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Tidskriftsartikel (refereegranskat)abstract
- Med det schizoanalytiska maskinbegreppet som verktyg analyseras djurens funktioner i gymnasieskolans naturbruksutbildningar med djurvårdarinriktning. Studien, vars empiriska material omfattar etnografiska fältstudier och intervjuer med elever och lärare på två olika gymnasieskolor, undersöker hur naturbruksprogrammen kopplar samman elever och djur genom undervisningspraktiker inom naturskydd och hållbarhetsfrågor. Frågor som ställs är hur naturbruksutbildningarnas maskiner fungerar och vilka pedagogiska verkligheter och elevsubjektiviteter de producerar. Vad som framträder är ett självdisciplinerande djurvårdarsubjekt som infogas i en djurbaserad ekonomi, tillsammans med djuren, genom miljöskydds- och hållbarhetsfrågor som särskilda undervisningsteknologier.
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| 40. |
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