The Entanglement of Decolonial and Posthuman Perspectives: Tensions and Implications for Curriculum and Pedagogy in Higher Education

Zembylas, Michalinos

doi:10.1080/13534645.2018.1496577

Cited by 56 publications

(35 citation statements)

References 22 publications

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“…Posthuman approaches work to disrupt assumptions that humans are the only species capable of producing knowledge and with the capacity to know, and thus they represent a reaction against anthropocentrism and expansion of moral concern beyond the human species (Cudworth & Hobden, 2015;Ulmer, 2017;Zembylas, 2018). Zembylas (2018) and Mignolo (2018) argue that posthuman and decolonial approaches, in some senses and to a certain extent, overlap in that both these trajectories share the critique of modernity and open up spaces for listening to the voices of the marginalized/silenced. Both seek to decenter the human species and think beyond Eurocentric binaries (human/non-human, nature/culture) deeply rooted in anthropocentrism.…”

Section: Decoloniality and Posthuman Approaches -Shared Ground And/ormentioning

confidence: 99%

“…The idea that advanced capitalism and its values create a shared form of unity of a negative kind, a "pan-humanity" through our collective vulnerability, described by Braidotti (2013) as "a global sense of inter-connection between the human and the non-human environment in the face of common threats" (p. 50) has been engaged from decolonial perspectives (cf. Rekret, 2016;Zembylas, 2018). Zembylas (2018) raises the possibility that posthumanism's rejection of Eurocentric forms of humanism and the above described pan-humanity "will not necessarily result in greater humility for humans' interdependence with other living and non-living beings nor will it fight the various manifestations of structural violence, colonialism and racism" (p. 263).…”

Section: Decoloniality and Posthuman Approaches -Shared Ground And/ormentioning

confidence: 99%

“…Rekret, 2016;Zembylas, 2018). Zembylas (2018) raises the possibility that posthumanism's rejection of Eurocentric forms of humanism and the above described pan-humanity "will not necessarily result in greater humility for humans' interdependence with other living and non-living beings nor will it fight the various manifestations of structural violence, colonialism and racism" (p. 263). From this perspective, some authors drawing on decolonial scholarship argue that posthumanism is "another false universal brought about by the post-Enlightenment subject" (Atanasoski & Vora, 2015, p. 11;cf.…”

Section: Decoloniality and Posthuman Approaches -Shared Ground And/ormentioning

confidence: 99%

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Delinking global issues in northern Europe classrooms

Sund

Pashby

2020

The Journal of Environmental Education

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This article builds from scholarship in Environmental Education Research (EER) and Critical Global Citizenship Education calling for more explicit attention to how teaching global issues is embedded in the colonial matrix of power. We also consider the extent to which recent calls in EER for explicit attention to coloniality connect to discussions about posthuman thinking through a shared critical reading of modernity. We argue that ethical approaches to global issues, and pedagogical processes and practices that would contribute to them, are possible only if we recognize the relations of power that have shaped history and engage with critical modes of inquiry. Furthermore, we argue for the need to engage deeply with and confront historical patterns in concrete pedagogical practices in order to interrupt our own epistemic, political, ethical, and strategic place and categories. Finally, we will draw upon an example from our classroom-based research to consider how our findings relate to what is being called for in the critical scholarship of praxis, as informed by empirical studies. Decoloniality as praxis Our collaborative work takes up a common critique across Environmental Education Research (EER) and critical work in Global Citizenship Education (GCE) regarding reproductions of colonial systems of power. While there is substantive scholarship and theoretical work in this area (

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Section: Decoloniality and Posthuman Approaches -Shared Ground And/ormentioning

confidence: 99%

Section: Decoloniality and Posthuman Approaches -Shared Ground And/ormentioning

confidence: 99%

Section: Decoloniality and Posthuman Approaches -Shared Ground And/ormentioning

confidence: 99%

See 1 more Smart Citation

Delinking global issues in northern Europe classrooms

Sund

Pashby

2020

The Journal of Environmental Education

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“…Though this 'new' turn in literacy promises to shape our examinations of subjectivity and corporeality as relational ontologies, educational scholars have begun to critique posthumanism for failing to attend to issues of power (Dernikos et al, 2019;Nichols and Campano, 2017) and the ways that more-than-human relationalities may perpetuate coloniality (Zembylas, 2018). Juxtaposing postcolonial (Spillers, 1987;Wynter, 2003) and posthuman (Deleuze and Guattari, 1987) thought, Weheliye (2014) asks, what if we did not 'take the liberal humanist figure of Man as the master-subject but focus on how humanity has been imagined and lived by those subjects excluded from this domain' (p. 8)?…”

mentioning

confidence: 99%

Tuning into ‘fleshy’ frequencies: A posthuman mapping of affect, sound and de/colonized literacies with/in a primary classroom

Dernikos

2020

Journal of Early Childhood Literacy

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Within this article, I attend to the slippages among sound, silence, noise, voice and ir/rationality to map out the ways white supremacist forces subtly moved with/in a primary classroom (NYC) through a host of bodies and sounds to reinforce processes of affective assimilation – or demands for first graders to ‘ feel white’. Specifically, I explore how particular sounds as well as the insistence on silence – that is, sound directed in a certain way – circulated within Readers Workshop to discipline students into ‘white’ affective rhythms. In effect, students – mainly boys of colour – who did not consume/produce the sounds of whiteness were initially labelled as ‘struggling readers’. I then show how students resisted the norm through their affective attachments to the book character Messy Bessey and my name/physical body. Ultimately, the students’ love for Bessey/me enabled new affective entanglements between humans and nonhumans that ran ‘pedagogical interference’ into the school’s mandated literacy curriculum and racialized identity scripts, thereby opening up opportunities for ‘struggling readers’ to become ‘successful’. I conclude by inviting literacy educators to consider what it might mean to say no to those space-times that make social and cultural discriminations possible and, in turn, say yes to other ‘fleshy’ worlds where more response-able ways of listening, sounding, knowing, being and doing exist.

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“…No page number, quote from https://bifrostonline.org/reclaiming-the-entangled-colors-of-lifein-the-face-of-the-anthropocene/ 2 While also meeting the concern voiced, for example, by Zakiyyah Jackson (2015) that "appeals to move 'beyond the human' may actually reintroduce the Eurocentric transcendentalism this movement purports to disrupt, particularly with regard to the historical and ongoing distributive ordering of race"(2015, p. 215). See alsoZembylas, 2018. 3 For a discussion of the concept of bildung and steps towards a posthumanist reconceptualization, seeTaylor 2016 …”

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confidence: 99%

Mattering pedagogy in precarious times of (un)learning

Juelskjær

2020

Matter

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This paper considers how feminist new materialist thinking may offer a resource for re-orienting pedagogy and didactics in light of pressing global issues. In this respect, the paper applies feminist new materialist thinking in a somewhat normative agenda. However, pedagogy and didactics are always already normative, or are engaged in practices that play a role in as well doing ‘business as usual’ or in assisting in opening up to various, yet more un-usual ways of relating and being of the world. Pedagogy is a worlding practice, specifically, as it facilitates ways of relating, thinking, sensing, acting, and is involved in the shaping of a ’collective intelligence’. I argue that one fruitful approach may be to focus on entanglements and affects and on finding ways of facilitating a sensing living/being of such entanglements. The paper concludes by introducing affective geology to suggest possible steps towards a transformation of our ways of knowing, sensing, and relating.

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The Entanglement of Decolonial and Posthuman Perspectives: Tensions and Implications for Curriculum and Pedagogy in Higher Education

Cited by 56 publications

References 22 publications

Delinking global issues in northern Europe classrooms

Delinking global issues in northern Europe classrooms

Tuning into ‘fleshy’ frequencies: A posthuman mapping of affect, sound and de/colonized literacies with/in a primary classroom

Mattering pedagogy in precarious times of (un)learning

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