| 1. |
- Kanoni, Stavroula, et al.
(författare)
-
Implicating genes, pleiotropy, and sexual dimorphism at blood lipid loci through multi-ancestry meta-analysis.
- 2022
-
Ingår i: Genome biology. - : Springer Science and Business Media LLC. - 1474-760X .- 1465-6906 .- 1474-7596. ; 23:1
-
Tidskriftsartikel (refereegranskat)abstract
- Genetic variants within nearly 1000 loci are known to contribute to modulation of blood lipid levels. However, the biological pathways underlying these associations are frequently unknown, limiting understanding of these findings and hindering downstream translational efforts such as drug target discovery.To expand our understanding of the underlying biological pathways and mechanisms controlling blood lipid levels, we leverage a large multi-ancestry meta-analysis (N = 1,654,960) of blood lipids to prioritize putative causal genes for 2286 lipid associations using six gene prediction approaches. Using phenome-wide association (PheWAS) scans, we identify relationships of genetically predicted lipid levels to other diseases and conditions. We confirm known pleiotropic associations with cardiovascular phenotypes and determine novel associations, notably with cholelithiasis risk. We perform sex-stratified GWAS meta-analysis of lipid levels and show that 3-5% of autosomal lipid-associated loci demonstrate sex-biased effects. Finally, we report 21 novel lipid loci identified on the X chromosome. Many of the sex-biased autosomal and X chromosome lipid loci show pleiotropic associations with sex hormones, emphasizing the role of hormone regulation in lipid metabolism.Taken together, our findings provide insights into the biological mechanisms through which associated variants lead to altered lipid levels and potentially cardiovascular disease risk.
|
|
| 2. |
- Pedersen, Helena, 1968
(författare)
-
Människa-djurrelationer på museet: en kritisk pedagogisk introduktion
- 2022
-
Ingår i: Ekokritik och museipedagogik i skuggan av antropocen. Nordbäck, C. & Rotbain, A. (red.), 274-292.. - : Statens museer för världskultur. - 9789198664522
-
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.
|
|
| 3. |
- Pedersen, Helena, 1968
(författare)
-
Organizing a real that is yet to come: A critical inquiry of education in Animal Organization Studies
- 2023
-
Ingår i: Linda Tallberg, Lindsay Hamilton (eds.), The Oxford Handbook of Animal Organization Studies. - Oxford : Oxford University Press. - 9780192848185 ; , s. 73-84
-
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.
|
|
| 4. |
- Pedersen, Helena, 1968
(författare)
-
Anatomies of desire: Education and human exceptionalism after Anti-Oedipus
- 2024
-
Ingår i: Educational Philosophy and Theory. - : Informa UK Limited. - 0013-1857 .- 1469-5812. ; 56:3, s. 252-261
-
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.
|
|
| 5. |
|
|
| 6. |
- Pedersen, Helena, 1968, et al.
(författare)
-
Cross-disciplinary method development for assessing dog welfare in canine-assisted pedagogical work: a pilot study
- 2023
-
Ingår i: Journal of Applied Animal Welfare Science. - 1088-8705 .- 1532-7604.
-
Tidskriftsartikel (refereegranskat)abstract
- Research on so-called social service dogs' welfare in schools is scarce and tends to suffer from positive bias; i.e., lacking critical approaches to claimed welfare benefits for dogs. To contribute method development for studying effects on dogs in pedagogical work, we applied and evaluated a combination of four data collection methods: Ethogram, Qualitative Behaviour Assessment (QBA), ethnographic observations, and interviews with dog-handling pedagogues. We followed pedagogues (n = 5) and their dogs (n = 8) in their daily work, observing 16 canine-assisted sessions in total at five different schools. Follow-up semi-structured interviews were carried out with all pedagogues. Our findings suggest combining either ethogram or QBA with ethnographic data that gives contextual information on the events causing the dog's behavior. The method choice will, ultimately, depend on study design, but the specific premises of QBA seem to work particularly well with ethnography. We further suggest a shift from simultaneous (parallel) to synchronous (connected) documentation of data. To minimize anthropocentric bias and power arrangements involved in animal welfare research, it is necessary to critically scrutinize accepted conventions regarding social service dogs and their work situation.
|
|
| 7. |
- Pedersen, Helena, 1968
(författare)
-
Education, anthropocentrism, and interspecies sustainability: confronting institutional anxieties in omnicidal times
- 2021
-
Ingår i: Ethics and Education. - : Informa UK Limited. - 1744-9642 .- 1744-9650. ; 16:2, s. 164-177
-
Tidskriftsartikel (refereegranskat)abstract
- Deborah Britzman’s remarkable question, ‘What holds education back?’, appears more urgent than ever in a world of accelerating environmental crises, climate change, and what has been described as omnicide–the annihilation of everything. What, then, holds education back from initiating radical change under these urgent conditions? This paper introduces the notion of ‘institutional anxiety’ as a consolidating force and explores how it may condition possibilities for resistance. Bringing examples from ethnographic fieldwork and experiences of course development in conversation with psychoanalytic and schizoanalytic thought, a key catalyst of institutional anxiety is discussed: Anxiety related to ‘the question of the animal’ as a threat to human exceptionalism in educational practice and research. Confronting these anxieties could open new modes of being and acting in academic space and give interspecies ethics, justice and sustainability a chance to develop in omnicidal times.
|
|
| 8. |
|
|
| 9. |
|
|
| 10. |
- Pedersen, Helena, 1968
(författare)
-
Post-anthropocentric pedagogies: purposes, practices, and insights for higher education
- 2023
-
Ingår i: Teaching in Higher Education. - 1356-2517.
-
Tidskriftsartikel (refereegranskat)abstract
- What does it mean to teach in higher education (HE) from vantage points that do not privilege human self-interest, but include nonhuman animals as significant subjects of educational practice? This paper addresses human-animal relations as a nascent area of HE pedagogy. It explores premises of, and approaches to post-anthropocentric HE pedagogies through an examination of a wide range of teacher experiences as expressed in research literature in the area. Emerging from this contested and sometimes controversial terrain in the HE landscape are three key pedagogical aspects that post-anthropocentric educators across disciplines seem to share; aspects that can offer important insights for pedagogical development in HE: A passion and commitment to critical inquiry; innovative ways of connecting theoretical subject matter to life outside university; and embracing risk-taking in the teaching and learning process as a necessary part of HE teachers’ reflective practice.
|
|
