Challenging Anthropocentrism in Education: Posthumanist Intersectionality and Eating Animals as Gastro-Aesthetic Pedagogy

Rowe, Bradley

doi:10.1057/9781137505255_3

Cited by 7 publications

(10 citation statements)

References 8 publications

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“…Furthermore, this paper has contributed by 'unmasking' the idea of 'eating as usual'-in this case, eating animal products-as a neutral or un-political position to take. Rowe (2011) calls this a 'bodily habit taken for granted and therefore escaping critical consciousness' (40). Finally, in addition to the main result, I want to emphasise the importance of addressing animal consumption as an urgent socio-political issue and not solely as a question of identity, individual lifestyle or moral choice.…”

Section: Discussion: Taking the (Political) Conflicts Of Consuming Anmentioning

confidence: 99%

The political dimension of consuming animal products in education: An analysis of upper-secondary student responses when school lunch turns green and vegan

Lindgren

2020

Environmental Education Research

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Addressing the consumption of animals as an educative and environmentally crucial question, this paper empirically examines the meaning of meat and animal consumption for learners in school settings. This study is based on focus groups with Swedish upper secondary students and is centred around their responses to a vegan month at their school as an initiative to emphasise the environmental consequences caused by human consumption of animal products. In order to make sense of the students responses in light of the disruption of animal products in the school restaurant, the school initiative is analysed as a dislocatory intervention. The analysis shows that 'eating environmentally' in education caused conflictual responses closely connected to political and gendered aspects of animal consumption. In conclusion, the author argues that a neutral or un-political position is not possible when animal consumption is on the educational table, and moreover, that there is a need to take political-conflictual responses seriously within education. ARTICLE HISTORY

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Section: Discussion: Taking the (Political) Conflicts Of Consuming Anmentioning

confidence: 99%

The political dimension of consuming animal products in education: An analysis of upper-secondary student responses when school lunch turns green and vegan

Lindgren

2020

Environmental Education Research

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“…‘Post‐humanist intersectionality’, in particular, has been argued to offer a theoretical framework that questions ‘human exceptionalism’, the widespread assumption that humans (and forms of human oppression) are distinct from and/or more important than animals (and forms of animal oppression) (Rowe, 2016, pp. 32–33).…”

Section: Philosophical Post‐humanismmentioning

confidence: 99%

Non‐Human Animals and Educational Policy: Philosophical Post‐humanism, Critical Pedagogy, and Ecopedagogy1

Horsthemke¹

2020

Journal of Philosophy of Education

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Questions about the conscious, conative and cognitive life, as well as the status and treatment of other-than-animals have been receiving systematic consideration by philosophers for close to 50 years. It is all the more puzzling, then, that it is only in recent years that these issues have been addressed by educational philosophers and scholars of moral education, the focus being mainly on the eating of animals. This essay examines some of the approaches that have been suggested for including the ethical treatment and moral status of animals as an urgent concern within educational policy, pedagogy and teaching and learning generally.

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“…A conclusion from Russel's study is that 'children position themselves -and their companion animals -as both '"creatures that connect", and as beings living within "an ecology of subjects"' (80). A growing body of literature interconnects school lunches with social, political and ecological dimensions (Rowe 2016;Rowe and Rocha 2015;Russell and Semenko 2016;Weaver-Hightower 2011). Viewing school lunch as one of the least critiqued aspect of compulsory schooling, Rowe and Rocha (2015) turn to a posthuman eating as folk phenomenology.…”

Section: Posthuman-educational Perspectives Concerning Human-animal Rmentioning

confidence: 99%

“…Therefore, we encourage educators to use conflictual situations concerning human-animal relationships in educational practice, for example when discussing environmental and sustainability issues such as climate change, meat consumption and sustainable living in ESE, or students' and/or teachers' encounters with nonhuman animals (the commodification of animals in veterinary education, see Pedersen [2013]). Human-animal relationships could also be highlighted when students/teachers engage with the agency of non-living animals, for example in animal dissections (De Villiers and Monk 2005;Oakley 2009), conflictual discourses of meat consumption in school lunches (Rowe 2016;Rowe and Rocha 2015) or in the school subject of home and consumer studies (Bohm et al 2015).…”

Section: Recognise the Agency Of Non-living Animals And Stay In Conflictmentioning

confidence: 99%

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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Challenging Anthropocentrism in Education: Posthumanist Intersectionality and Eating Animals as Gastro-Aesthetic Pedagogy

Cited by 7 publications

References 8 publications

The political dimension of consuming animal products in education: An analysis of upper-secondary student responses when school lunch turns green and vegan

The political dimension of consuming animal products in education: An analysis of upper-secondary student responses when school lunch turns green and vegan

Non‐Human Animals and Educational Policy: Philosophical Post‐humanism, Critical Pedagogy, and Ecopedagogy1

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

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