| 1. |
- Pedersen, Helena
(författare)
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Teaching the Animal
- 2010
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Ingår i: Humanimalia. - : DePauw University. - 2151-8645. ; 2:1, s. 86-89
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Recension (övrigt vetenskapligt/konstnärligt)abstract
- Reviw of: Margo DeMello (Ed.), Teaching the Animal: Human‑Animal Studies across the Disciplines. New York: Lantern Books, 2010. 427 pp.
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| 2. |
- Pedersen, Helena
(författare)
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Imago Dei, djuren, och "nyttans tyranni"
- 2009
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Ingår i: Religion & Livsfrågor. - : Föreningen Lärare i religionskunskap (FLR). - 0347-2159. ; :3, s. 11-13
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Skolans religions- och etikundervisning är en av de miljöer där etablerade föreställningar om djur cirkulerar, förhandlas och ges legitimitet. Helena Pedersen, fil dr i pedagogik och forskare vid Malmö högskolas lärarutbildning, uppmärksammar oss på att det likaledes finns ett utrymme för att utmana och ifrågasätta invanda föreställningar om djurs värde och deras rättigheter.
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| 3. |
- Pedersen, Helena
(författare)
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Art, Artistic Research, and the Animal Question
- 2009
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Ingår i: Conference Proceedings: Kultur~Natur: Konferens för kulturstudier i Sverige. - : Linköping University Electronic Press. ; , s. 25-31
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Recent developments in cultural studies and other areas of the humanities and social sciences point to an ‘animal turn’, an increasing interest in posthumanist, non-anthropocentric approaches toward exploring the multiple roles and meanings of animals in human lifeworlds. This paper focuses on areas of contemporary art that place ‘the question of the animal’ centrally and engage in the practice of human-animal boundary work, identity production, and meaning. By addressing a number of animal art projects employing a diversity of visual and material approaches and techniques, from Joseph Beuys’s Coyote (1974) to Eduardo Kac’s GFP Bunny (2000), the paper discusses what it means to reclaim the presence, visibility, and agency of animals in art and artistic research. By the concept of zooësis, artistic space is carved out for human-animal relationalities to be critically interrogated and re-conceptualized, and the ontological security of 'the human' to become disturbed. This paper draws on an article with the same title by Helena Pedersen & Bryndís Snæbjörnsdóttir, published in ArtMonitor, No. 3, 2008.
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| 4. |
- Pedersen, Helena
(författare)
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Counting Affects : Mo(ve)ments of Intensity in Critical Avian Education
- 2011
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Ingår i: Canadian Journal of Environmental Education. - : Yukon College. - 1205-5352. ; 16, s. 14-28
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Tidskriftsartikel (refereegranskat)abstract
- This article seeks to contribute to the idea of “posthumanist education” by unfolding an educational situation where an assemblage of two humans and 33 former battery hens is gathered to carry out a so-called cognitive bias experiment for two days. A Deleuzian repertoire is set in motion to configure the dynamics of hens intervening in the research schedule and affecting the results in various unexpected ways, as human-avian subjectivities co-emerge in the context of the fieldwork setting. The cognitive bias experiment ends in an ultimate line of flight; an act of animal liberation: The hens are moved from the research facility, where they were scheduled to be euthanized, to a private home in the countryside. Contained in the research process are two important messages to environmental educators: What are the implicit assumptions about nonhuman animals guiding environmental education practice and scholarship, and what are the connections between research and activism?
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| 5. |
- Pedersen, Helena, et al.
(författare)
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Earth Trusts : A Quality Vision for Animals?
- 2010
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Ingår i: Metamorphoses of the Zoo. - : Lexington Books. - 9780739134542 ; , s. 171-192
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Contemporary zoos often articulate benevolent purposes of conservation, education, research, and recreation, at the same time as they entail several problematic dimensions in terms of relationships between humans, animals, society and nature. This paper responds to critiques of the present zoo system as articulated by previous theoretical and empirical research. It envisions a future of zoos in which human-animal encounters are made possible largely without human intervention and without symbolic and physical appropriation and commodification of animals. The study uses as its point of departure a vision called “Earth Trusts”. The objective is to apply methodological tools from the discipline of Futures Studies, i.e. Environmental Scanning and Trend Analysis, in order to delineate the most viable aspects of the vision. Visions are “paradigm hoppers” as they provide a means for reaching beyond prevailing attitudes, ideas and values and recombining existing concepts and constructions in new and exciting ways. They make space available for re-conceptualizations of familiar phenomena and institutions, and point at different ways in which such re-conceptualizations may be concretized and actualized. The “Earth Trusts” vision is placed 25 years into the future which provides for creative innovation while allowing for changes indicated by some current trends.
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| 6. |
- Pedersen, Helena
(författare)
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Interlude: Zoocurriculum
- 2011
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Ingår i: Undisciplined Animals: Invitations to Animal Studies. - : Cambridge Scholars Publishing. - 144382951X - 9781443829519 ; , s. 157-158
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Pedersen, Helena
(författare)
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Undercover education : mice, mimesis, and parasites in the teaching machine
- 2012
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Ingår i: Studies in Philosophy and Education. - : Springer. - 0039-3746 .- 1573-191X. ; 31:4, s. 365-386
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Tidskriftsartikel (refereegranskat)abstract
- What happens to education when the potential it helps realizing in the individual works against the formal purposes of the curriculum? What happens when education becomes a vehicle for its own subversion? As a subject-forming state apparatus working on ideological speciesism, formal education is engaged in both human and animal stratification in service of the capitalist knowledge economy. This seemingly stable condition is however insecured by the animal rights activist as undercover learner and—worker, who enters education and research laboratories under false premises in order to extract the knowledge necessary to dismantle the logic of animal utility on which the scientific-educational apparatus rests. The present article is based on a semi-structured interview with an undercover worker. It draws on a synthesis of critical education and posthumanist theories to configure knowledge creation and subjectification processes in the “negative spaces” of education. The techne of undercover work includes mnemotechnical and prosthetic devices, calculation of risk, and mimetic labor. The article argues that the agenda of the undercover worker generates a multi-strained mimetic complex that composes a parasitic educational subject-assemblage redirecting scientific knowledge away from the animal stratification logic of the knowledge economy into different viral circuits; different lines of flight. It invites a rearticulation of the formal education state apparatus in more indeterminate directions, provoking scientific-educational knowledge-practices to become a catalytic impulse for their own disintegration.
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| 8. |
- Pedersen, Helena
(författare)
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Unstable mixtures : zooethnographic educational relations as difference, contagion, critique, and potential
- 2012
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Ingår i: Other Education: The Journal of Educational Alternatives. - : University of Stirling. - 2049-2162. ; 1:1, s. 152-165
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Tidskriftsartikel (refereegranskat)abstract
- This essay approaches educational alternatives from a specific case study: an unrealised student project, designed as an unconventional ethno-graphic/ethological field study with pigs in a commercial slaughter swine facility. I begin with an interview-based account of the student’s own version of what happened with her project proposal in the process that led to its final disapproval by her university. Then I provide a speculative scenario, created as the not-yet-realised possibility of the project and outlined as if it had been carried out. In the end I discuss different meanings “education” takes on in the two accounts and ask how species-, scientific-, and ethical difference may come together as organisers of education theory and practice affecting both humans and animals. The essay suggests that an analysis ending not with conventional, evidence-based research “results,” but rather with an “unstable mixture” (Bergen, 2010) of actual events and unrealised educational possibilities, creates a space to critically rethink institutional, intersubjective, and interspecies educational relationships.
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| 9. |
- Pedersen, Helena
(författare)
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Animals and Education Research : Enclosures and Openings
- 2011
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Ingår i: Undisciplined Animals: Invitations to Animal Studies. - : Cambridge Scholars Publishing. - 144382951X - 9781443829519 ; , s. 11-26
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The objective of this chapter is twofold. First, it critically discusses conventional education epistemologies and their often instrumental relationship with “the animal” by addressing three primary areas of animal presence in education: Animals as “sites of sentimentality” in early childhood education (and beyond); animals as teaching and learning tools and as scientific objects in life science classrooms; and animals as a trope and antithesis in educational discourses of humanity. Second, the chapter opens possibilities for other questions and understandings of the position of the non-human animal in education to take shape. From this process emerge alternative ways of looking at education through the lenses of “biopalimpsest” and “zoocurriculum”, but also through disturbing our notions of who is the educable subject. In this manner, animals not only bring forth particular instabilities and indeterminacies of education, but make the “animal question” itself an educational question.
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| 10. |
- Pedersen, Helena
(författare)
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Animals on Display : The Zoocurriculum of Museum Exhibits
- 2010
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Ingår i: Critical Education. - : Institute for Critical Educational Studies. - 1920-4175. ; 1:8
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Tidskriftsartikel (refereegranskat)abstract
- Museums have been viewed as valuable education resources as well as sites of reproduction of colonialist narratives about the “other.” This article, based on ethnographic field studies of school visits to museums and drawing on postcolonial critique in visual culture and critical education theory, analyzes two different museum exhibitions and the human-nonhuman animal relations they produce. Different agendas seem to be at work at the two museums; one inviting a conventional zoological gaze of “exoticism,” and the other interrogating issues of power inherent in human-nonhuman animal relations. I argue that the pedagogical messages produced by particularly the natural history museum are part of a generic zoocurriculum; a species-coded hidden curriculum structuring human-animal boundary work by delimiting and separating human and animal subject positions. However, student responses to both museum displays indicate that their own interpretive framework largely operated in the opposite direction as the stuffed and dismembered animals seemed to invoke reflections on mortality that facilitated students’ self-identification with them.
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