| 1. |
|
|
| 2. |
- Pedersen, Helena
(author)
-
Parasitic pedagogies and materialities of affect in veterinary education
- 2015
-
In: Emotion, Space and Society. - : Elsevier BV. - 1755-4586 .- 1878-0040. ; 14, s. 50-56
-
Journal article (peer-reviewed)abstract
- The present article contributes a critical post-humanist analysis of emotion, education, and human animal relations, including a reinterpretation of previous research on shared suffering (Haraway, 2008; Porcher, 2011) in human animal instrumental encounters. Considering how formal education, particularly a professional education program such as veterinary medical education that relies heavily on scientific facts about animals and biotechnology, recruits bodily and sensory affect to mediate techniques of animal exploitation, the article asks how we can begin to make sense of such an affective animal didactics? Drawing on ethnographic material from three events in theoretical and practice-oriented veterinary education, the article explores how bodily and sensory human/animal/technology intimacy enters education as a pedagogical device and as a subtle reinforcement of bio-economic parasitism on farmed animals' productive and reproductive capacities. The article reworks the notion of shared suffering into forms of modulation and distribution of affect to conceptualize a particular didactics of incorporating human/nonhuman interaction in the bio-economic microphysics of education.
|
|
| 3. |
- Pedersen, Helena, 1968-, et al.
(author)
-
Critical Animal Pedagogies : Re-learning Our Relations with Animal Others
- 2016
-
In: The Palgrave International Handbook of Alternative Education. - London : Palgrave Macmillan. - 9781137412904 - 9781137412911 ; , s. 415-430
-
Book chapter (other academic/artistic)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?
|
|
| 4. |
- Pedersen, Helena, 1968-
(author)
-
Animals in Schools : Processes and strategies in human-animal education
- 2009
-
Book (other academic/artistic)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.
|
|
| 5. |
- Pedersen, Helena, 1968-, et al.
(author)
-
Art, artistic research and the animal question
- 2008
-
In: ArtMonitor: A Journal of Artistic Research. - Göteborg : Göteborgs universitet. - 1653-9958. ; :3, s. 109-123
-
Journal article (other academic/artistic)
|
|
| 6. |
|
|
| 7. |
|
|
| 8. |
|
|
| 9. |
|
|
| 10. |
|
|
