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Djuret
- 2017
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In: Fronesis. - 1404-2614. ; :56-57
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Other publication (other academic/artistic)abstract
- Varför består vårt samhälles oförmåga att ta djuren på allvar? Är vi verkligen så förtjusta i våra biffar och pälskragar att vi inte kan tänka oss andra sätt att leva? I Fronesis nr 56–57 tar vi oss an frågan om människa–djur-relationen ur kritiskt djurstudieperspektiv. I en rad nyskrivna och översatta artiklar diskuteras förhållandet mellan djursyn, djurutnyttjande och samhällets maktstrukturer.
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- Gunnarsson Dinker, Karin, et al.
(author)
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Critical Animal Pedagogy: Explorations Toward Reflective Practice
- 2019
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In: Education for Total Liberation: Critical Animal Pedagogy and Teaching Against Speciesism. - New York : Peter Lang. - 2469-3065 .- 2469-3081. - 9781433134357 ; , s. 45-62
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Book chapter (other academic/artistic)abstract
- This book chapter explores what an education that challenges the reduction of human-animal relations to modes of production and consumption might look like in practice. Drawing on “Critical Animal Pedagogies: Re-Learning our Relations with Animal Others” (Gunnarsson Dinker & Pedersen 2016), which outlines a theoretical basis for critical animal pedagogy, the chapter seeks to delineate a critically reflective practice for transformative teaching and learning in the field of critical animal studies. Interwoven in the exploration are reflections on the authors' practical experiences in critical animal pedagogies, including primary and secondary school levels, as well as higher education.
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- Linné, Tobias, et al.
(author)
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"Expanding My Universe" : Critical Animal Studies Education as Theory, Politics, and Practice
- 2014
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In: Critical Animal Studies. - Toronto : Canadian Scholars' Press Inc.. - 9781551305639 ; , s. 268-283
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Book chapter (other academic/artistic)abstract
- This chapter, presenting the structure, pedagogical idea and outcome of the first Swedish Critical Animal Studies course developed by the authors at Lund University in spring 2012, does not so much seek to establish once and for all what CAS “is,” but rather attempts do explore what CAS has a potential to do in the areas of animal theory, politics, and practice. Drawing on Biesta’s and Säfström’s (2011) “Manifesto for education,” we frame CAS educational experiences as potential and process working in the tension between “what is” (the present societal order) and “what is not” (a utopian future). Four themes of our CAS course, together with the diverse array of student responses, are outlined: 1. Social constructions, positions, and representations of animals; 2. Boundary work, speciesism and intersectionalities; 3. Animals, violence, and societal organization; and 4. Animals and social change. We conclude with discussing potentialities of CAS education for critique and transformation in a shifting economic, scientific, political and media-shaped landscape that assigns instrumental roles and values to animals with often devastating consequences for living conditions of animals and humans alike.
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- Palmer, Anna, et al.
(author)
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Naturhistoriska riksmuseet som kritisk djurpedagogisk arena
- 2017
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In: Posthumanistisk pedagogik: Teori, undervisning och forskningspraktik, Red.: B. Bergstedt. - Malmö : Gleerups. - 9789140695024 ; , s. 41-57
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Book chapter (other academic/artistic)abstract
- Hur kan vi utforska djuretiska problem i lärarutbildningen? Detta kapitel bidrar till det nya fältet kritisk djurpedagogik genom att fråga vad som händer när människa-djurrelationer lyfts fram i förskollärarutbildningen i en kontext bortom antropocentriska positioner. Vilken potentiell påverkan kan en sådan pedagogisk ansats på universitetsnivå ha på förskolans dagliga arbete? Vår studie fokuserar på en workshop vi organiserade med förskollärarstudenter på Naturhistoriska riksmuseet i Stockholm, där studenterna bjöds in att utforska människa-djurrelationer genom museets utställningar som en introduktion till en kritisk posthumanistisk relationell etik.
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| 9. |
- Pedersen, Helena, 1968
(author)
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Anatomies of desire: Education and human exceptionalism after Anti-Oedipus
- 2024
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In: Educational Philosophy and Theory. - : Informa UK Limited. - 0013-1857 .- 1469-5812. ; 56:3, s. 252-261
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Journal article (peer-reviewed)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.
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