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Träfflista för sökning "helena pedersen ;pers:(Pedersen Helena)"

Sökning: helena pedersen > Pedersen Helena

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  • Pedersen, Helena (författare)
  • Imago Dei, djuren, och "nyttans tyranni"
  • 2009
  • Ingår i: Religion & Livsfrågor;3. - Föreningen Lärare i Religionskunskap. - 0347-2159. ; :3
  • 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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  • Pedersen, Helena, et al. (författare)
  • Art, Artistic Research, and the Animal Question
  • 2009
  • Ingår i: Conference Proceedings : Kultur~Natur: Konferens för kulturstudier i Sverige : Conference in Sweden 15–17 June 2009. - Linköping University Electronic Press. - 1650-3686 .- 1650-3740.
  • Konferensbidrag (övrigt vetenskapligt)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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  • Pedersen, Helena, et al. (författare)
  • Animals and Education Research: Enclosures and Openings
  • 2011
  • Ingår i: Undisciplined Animals: Invitations to Animal Studies. - Cambridge Scholars Publishing. - 1-4438-2951-X - 978-1-4438-2951-9
  • Bokkapitel (övrigt vetenskapligt)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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  • Pedersen, Helena (författare)
  • Animals in Schools : Processes and strategies in human-animal education
  • 2009
  • Bok (övrigt vetenskapligt)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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  • Pedersen, Helena (författare)
  • Animals on Display: The Zoocurriculum of Museum Exhibits
  • 2010
  • Ingår i: Critical Education;8. - Institute for Critical Educational Studies. - 1920-4125. ; :8
  • 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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  • Pedersen, Helena (författare)
  • Counting Affects: Mo(ve)ments of Intensity in Critical Avian Education
  • 2011
  • Ingår i: Canadian Journal of Environmental Education. - Yukon College. - 1205-5352.
  • 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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  • Pedersen, Helena (författare)
  • Djuren hjälper oss att förstå oss själva
  • 2008
  • Ingår i: Svenska Dagbladet. - Stockholm : Hb Svenska dagbladets AB & Co. - 1101-2412. ; :28/1
  • Tidskriftsartikel (populärvet., debatt m.m.)
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