| 11. |
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| 12. |
- 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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| 13. |
- 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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| 14. |
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| 15. |
- Pedersen, Helena, 1968, et al.
(författare)
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History of the Future
- 2006
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Ingår i: Utopia Today - Reality Tomorrow: A Vegetarian World. - Neukirch : The European Vegetarian Union, Vegi-Verlag. - 3909067050 ; , s. 71-74
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 16. |
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| 17. |
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| 18. |
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| 19. |
- Pedersen, Helena, 1968-
(författare)
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The School and the Animal Other : An Ethnography of Human-Animal Relations in Education
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- How human-animal relations are expressed and negotiated has significance for the situation of animals in society and offers insights that contribute to our understanding of how we organize relations between humans as well. This critical ethnographic investigation is positioned at the intersection of education research and the interdisciplinary area of human-animal studies. It uses participant observation, interviews with students and teachers and critical discourse analyses of texts and other artefacts used in the schools investigated to contribute cross-curricular perspectives on how human-animal relations are configured in the daily activities of both vocational (animal caretaker) and university preparatory programs. Building on central ideas from the Frankfurt School, the study proposes a platform for a critical theory of human-animal relations in formal education that embraces species-inclusive versions of critical pedagogy as well as gender and postcolonial analyses. In this vein, the study explores how social processes and practices in and outside the classroom enable certain human as well as animal subject positions while disabling others. A primary question is how a species-discourse intersects with categories formed around conceptions of gender, race/ethnicity, and class. A variety of ascribed animal representations and positions embedded in these processes are identified.The study argues that human-animal relations are characterized by indeterminacy and contradiction. While the school may educate to achieve improved conditions for animals inhuman society, it is at the same time involved in a process of social and cultural reproduction that normalizes the accessibility of animal bodies for human purposes. At the heart of this reproduction process lies boundary work around the animal as “other”. Such conceptualizations at times conflict with the views of animals that students bring with them to school and they therefore receive guidance about the “appropriate” position of animals in society; guidance that at the same time allows students to keep intact a sense of self as caring and moral actors toward animals. The school has a repertoire of concrete strategies for achieving this, and the effects of these strategies are identified as key components in a hidden curriculum of human-animal relations. The analyses show that these effects constitute a shared frame of reference of commonsense knowledge about animals in which contradictions embedded in human-animal relations can be comfortably accommodated. In addition, analytical tools borrowed from postcolonial theory are proposed that contribute to understanding the operations of hegemonic discourses of human-animal relations in the classroom as well as the effects generated by resistance to these discourses.
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| 20. |
- Hedrén, Mikael, et al.
(författare)
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Patterns of polyploid evolution in Greek marsh orchids (Dactylorhiza; Orchidaceae) as revealed by allozymes, AFLPs, and plastid DNA data
- 2007
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Ingår i: American Journal of Botany. - 0002-9122. ; 94:7, s. 1205-1218
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Tidskriftsartikel (refereegranskat)abstract
- Polyploidy is common in higher plants, and speciation in polyploid complexes is usually the result of reticulate evolution. We examined variation in nuclear AFLP fingerprints, nuclear isozymes, and hypervariable plastid DNA loci to describe speciation patterns and species relationships in the Dactylorhiza incarnatalmaculata polyploid complex (marsh orchids; Orchidaceae) in Greece. Several endemic taxa with restricted distribution have been described from this area, and to propose meaningful conservation priorities, detailed relationships need to be known. We identified four independently derived allopolyploid lineages, which is a pattern poorly correlated with prevailing taxonomy. Three lineages were composed of populations restricted to small areas and may be of recent origins from extant parental lineages. One lineage with wide distribution in northern Greece was characterized by several unique plastid haplotypes that were phylogenetically related and evidently older. The D. incarnatal maculata polyploid complex in Greece has high levels of genetic diversity at the polyploid level. This diversity has accumulated over a long time and may include genetic variants originating from now extinct parental populations. Our data also indicate that the Balkans may have constituted an important refuge from which northern European Dactylorhiza were recruited after the Weichselian ice age.
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