| 1. |
- Pedersen, Helena
(författare)
-
Teaching the Animal
- 2010
-
Ingår i: Humanimalia. - : DePauw University. - 2151-8645. ; 2:1, s. 86-89
-
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.
|
|
| 2. |
- Pedersen, Helena
(författare)
-
Animals and Education Research : Enclosures and Openings
- 2011
-
Ingår i: Undisciplined Animals: Invitations to Animal Studies. - : Cambridge Scholars Publishing. - 144382951X - 9781443829519 ; , s. 11-26
-
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.
|
|
| 3. |
- Pedersen, Helena
(författare)
-
Animals on Display : The Zoocurriculum of Museum Exhibits
- 2010
-
Ingår i: Critical Education. - : Institute for Critical Educational Studies. - 1920-4175. ; 1:8
-
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.
|
|
| 4. |
- 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. ; 16, s. 14-28
-
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?
|
|
| 5. |
- Pedersen, Helena, et al.
(författare)
-
Earth Trusts : A Quality Vision for Animals?
- 2010
-
Ingår i: Metamorphoses of the Zoo. - : Lexington Books. - 9780739134542 ; , s. 171-192
-
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.
|
|
| 6. |
- Pedersen, Helena
(författare)
-
Follow the Judas sheep : materializing post-qualitative methodology in zooethnographic space
- 2013
-
Ingår i: QSE. International journal of qualitative studies in education. - : Routledge. - 0951-8398 .- 1366-5898. ; 26:6, s. 717-731
-
Tidskriftsartikel (refereegranskat)abstract
- What becomes of education when performed in a slaughterhouse? Drawing on Raunig’s Marxian–Deleuzian treatise on the machine, the article configures the veterinary education curriculum and the animal production system as two symbiotic apparatuses connected by innumerable flows, routes, movements, rhythms, and passages. Using critical posthumanist analyses to work through empirical material from zooethnographic fieldwork in veterinary education, the article maps how human and animal subjectivities are formed along with crisscrossing biochoreographies of pedagogical and animal production rituals in intimate interplay. The article argues that as education becomes materially enclosed in the process of animal slaughter, teaching becomes distributed among human and nonhuman actants, students (and the education researcher) become a collective human component, or prosthesis, of the slaughter apparatus, and pedagogy itself becomes a prosthesis of slaughter. As student affect is recruited in the “educationalization” of violence, students’ expressions of abjection in the slaughterhouse may be configured as an integral and necessary part of, rather than a disturbing side-effect of, slaughter education. At an epistemological level, this indicates that critical posthumanist inquiry accommodates a particular potential to bring forth “the edges” in qualitative education research.
|
|
| 7. |
- Pedersen, Helena
(författare)
-
Interlude: Zoocurriculum
- 2011
-
Ingår i: Undisciplined Animals: Invitations to Animal Studies. - : Cambridge Scholars Publishing. - 144382951X - 9781443829519 ; , s. 157-158
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 8. |
- Pedersen, Helena
(författare)
-
Release the moths : critical animal studies and the posthumanist impulse
- 2011
-
Ingår i: Culture, Theory and Critique. - : Taylor & Francis. - 1473-5784 .- 1473-5776. ; 52:1, s. 65-81
-
Tidskriftsartikel (refereegranskat)abstract
- Posthumanism and critical animal studies are grounded in different theoretical frameworks and have different orientations and agendas. The present essay works through some dimensions of posthumanist thought together with critical animal studies by exploring ‘the edges’ in certain points of contact between the fields and their material and metaphorical problems and possibilities. My main objective is to begin to develop some of the most productive dimensions of posthumanism in relation to critical animal studies in a call for a critical posthumanist approach to the messy knowledge forms and politics emerging from human/animal relationships by asking the question: Under what conditions does cross-contamination take place between the two fields, and to what effects? The essay proposes two different responses to dealing with issues exposed by the juxtaposition of posthumanism and critical animal studies, and argues that this juxtaposition also accommodates a potential to instigate unexpected processes of knowledge development in both fields.
|
|
| 9. |
- Pedersen, Helena
(författare)
-
Terror from the stare : visual landscapes of meat production
- 2010
-
Ingår i: Antennae: The Journal of Nature in Visual Culture. - 1756-9575. ; :14, s. 34-38
-
Tidskriftsartikel (refereegranskat)abstract
- In his latest book, Terror from the Air, the philosopher Peter Sloterdijk investigates how air, as a fundamental life-sustaining element, has been given a pivotal role in post-war forms of terrorism, genocide, and chemical warfare. Here, I re-phrase Sloterdijk's book title to address not acts of breathing, but acts of viewing. My purpose is to discuss how different modalities and manipulations of visual perception (both human and animal) are implicated in routines of physical violence toward animals - more specifically, in the process of their becoming-meat.
|
|
| 10. |
- Pedersen, Helena
(författare)
-
Undercover education : mice, mimesis, and parasites in the teaching machine
- 2012
-
Ingår i: Studies in Philosophy and Education. - : Springer. - 0039-3746 .- 1573-191X. ; 31:4, s. 365-386
-
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.
|
|
