A feminist posthumanist political ecology of education for theorizing human-animal relations/relationships

Lloro-Bidart, Teresa

doi:10.1080/13504622.2015.1135419

Cited by 52 publications

(11 citation statements)

References 49 publications

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“…Whilst Lloro-Bidart (2017a) encourages EE researchers to consider nonhuman animals as a constituting part of human communities and networks, she focuses on 'real living experiences' and encounters between humans and nonhumans to find 'embodied, emotional, and affective ways of knowing that allow humans to see nonhumans as persons' 2 (125). Acknowledging that learning about human-animal relationships extends what happens in conventional educational institutions and spaces (see Gannon 2015;Malone 2016;Lloro-Bidart 2017a), our ambition is to present human-animal relations as already influencing, agential and co-constituting parts of (traditional) educational practice. Pacini-Ketchabaw and Nxumalo (2015) have studied the (sometimes frictional) entanglement of children and raccoons in an early childcare centre in order to unsettle nature/culture dichotomies.…”

Section: Posthuman-educational Perspectives Concerning Human-animal Rmentioning

confidence: 99%

“…why some animals are worth saving and addressed as the ultimate cost of climate change and human exploitation (polar bears and the poaching of elephants and tigers), while others end up on our plates or our sofas. Just as nonhuman animals in livestock industries are a marginal topic in environmental education research, very few studies have been conducted on companion animals (for exceptions, see Lloro-Bidart 2017a;Russell 2017). Educators could therefore connect real-life encounters between students and pets with political, ethical and ecological quandaries (e.g.…”

Section: 'Study Up' and Develop An Immanent Critiquementioning

confidence: 99%

“…2. According to Lloro-Bidart (2017a), viewing animals as persons should not be understood as a way of ascribing rational, cognitive and speaking capabilities to nonhuman animals (cf. Snaza and Weaver 2015).…”

Section: Notesmentioning

confidence: 99%

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A posthuman approach to human-animal relationships: advocating critical pluralism

Lindgren

Öhman

2018

Environmental Education Research

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This paper contributes to the debate about the absence of nonhuman animals (The term 'nonhuman animal' is used to emphasise the interconnection with the human being, viewed as a human animal. Using this terminology does not avoid a homogenising, stereotyping and simplifying of a multiplicity of animal (and human) beings. Nonetheless, we think that such a 'simplification' of concepts is inescapable in academic discussions concerning humans and nonhuman animals.) in environmental and sustainable education (ESE) and the challenge of the anthropocentric characterisation of European education. Relating to the debate about a pluralistic approach in ESE as a 'one-species only pluralism' , we draw on Val Plumwood's ecofeministic dialogical interspecies ethics and Rosi Braidotti's understanding of a posthuman/ nomadic subjectivity. By regarding 'difference' as a constituting force, we present a 'critical pluralistic' approach to human-animal relationships in ESE. Instead of drawing new lines of moral consideration for nonhuman beings, an ethical and political appreciation of what nonhuman others can do in ESE is suggested. Recommendations for educational practice are to recognise nonhuman agency to reveal political and ethical dimensions, recognise the agency of non-living animals and stay in conflicts and 'study up' and develop an immanent critique, which could lead to alternative pedagogical approaches to human-animal relationships in different cross-curricula settings.

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Section: Posthuman-educational Perspectives Concerning Human-animal Rmentioning

confidence: 99%

Section: 'Study Up' and Develop An Immanent Critiquementioning

confidence: 99%

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A posthuman approach to human-animal relationships: advocating critical pluralism

Lindgren

Öhman

2018

Environmental Education Research

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“…Conversely, most of HAS research (excluding psychological studies) have not explicitly dealt with children or educational thought. And so, the recent advances in early childhood education (e.g., Pacini-Ketchabaw & Nxumalo, 2015) and environmental education (Spannring, 2015(Spannring, , 2017Lloro-Bidart, 2016), as well as educational philosophy (e.g., Pedersen, 2010;Snaza & Weaver, 2010) of engaging HAS can be thought of as beginning to animalise education and perhaps in time to also child-orient HAS.…”

Section: Introductionmentioning

confidence: 99%

Unearthing Withling(s): Children, Tweezers, and Worms and the Emergence of Joy and Suffering in a Kindergarten Yard

Tammi¹,

Rautio²,

Leinonen³

et al. 2020

Springer International Handbooks of Education

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While there have been several attempts to account for relationships between humans and non-human animals in the social sciences and humanities, the discipline of education has, until recently, steered clear from the so-called animal turn. Drawing on post-anthropocentric theorizations, we introduce a concept of withling(s) and develop it empirically in the context of early years education. In particular, we zoom into one practice of science education at a kindergarten in order to consider what kind of child-animal relations are and might become invoked. Our concept of withling(s) is not an a priori positive one as during the dance between earthworms, pupils, teachers and technologies, both joy and suffering are invoked simultaneously.

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“…In environmental and sustainability education research (ESER), questions about how materials have come to matter have intensified in the last decade due not only to the materiality turn but also to the call for lifestyle re-orientations in the 'expansion of mankind' agethe Anthropocene (Crutzen and Stoermer 2000;Steffen et al 2015). At the core of these ESER discussions about how materials matter is a concern to find other ways of knowing and understanding the entanglements of how materials and humans live and learn together to engage with environmental and sustainability issues (see for example Clarke and Mcphie 2016;Lloro-Bidart 2017;Mannion 2007;Payne 2016;McKenzie and Bieler 2016;Pyyry 2017;Russell 2005;Rautio 2013;Rautio et al 2017;Somerville 2016, Taylor 2017Van Poeck and Lysgaard 2016). In this article, I seek to contribute to this scholarly discussion with an explorative study about the significance of students encountering materiality in general and crafting material in particular in conjunction with the students' learning for sustainability.…”

Section: Introductionmentioning

confidence: 99%

Entangled threads and crafted meanings – students’ learning for sustainability in remake activities

Hofverberg

2019

Environmental Education Research

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This article explores the significance of students' encounters with materiality in general and with crafting materials in particular when learning for sustainability. The aim of the explorative study is to illustrate a research approach that can show what students and the material do in correspondence and what stories emerge from this activity. An explorative analysis is conducted via video recordings of a remake project in a Grade 8 handicrafts class in Sweden. The stories that the students recognise are the material's texture, shape and construction, which emerge from the materiality intrinsic to the crafting process and the intentions of the students, as these are visible in action. These stories provide possibilities, as well as set limits for, what is possible to remake. The stories are elaborated on by threading back to materiality concerns found in historical remake practice to recognise the educational possibilities for remaking pedagogy.

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A feminist posthumanist political ecology of education for theorizing human-animal relations/relationships

Cited by 52 publications

References 49 publications

A posthuman approach to human-animal relationships: advocating critical pluralism

A posthuman approach to human-animal relationships: advocating critical pluralism

Unearthing Withling(s): Children, Tweezers, and Worms and the Emergence of Joy and Suffering in a Kindergarten Yard

Entangled threads and crafted meanings – students’ learning for sustainability in remake activities

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