Konstfacks bibliotek

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*020  $a9781317668626
*035  $a(MiAaPQ)1794277
*035  $a(Au-PeEL)1794277
*035  $a(CaPaEBR)10941893
*035  $a(CaONFJC)MIL646693
*035  $a(OCoLC)891449933
*035  $a(MiAaPQ)EBC1794277
*050 4$aLB1025.3 .P683 2014
*08200$a371.001
*1001 $aSnaza, Nathan.
*24510$aPosthumanism and Educational Research
*250  $a1
*264 1$aLondon$bTaylor & Francis Group$c2014
*264 4$c©2015
*300  $a1 online resource (218 pages)
*336  $atext$btxt$2rdacontent
*337  $acomputer$bc$2rdamedia
*338  $aonline resource$bcr$2rdacarrier
*4901 $aRoutledge International Studies in the Philosophy of Education Ser.
*5050 $aCover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- Foreword -- Acknowledgments -- Introduction: Education and the Posthumanist Turn -- Part I: Humanism, Posthumanism, and Educational Research -- 1 Toward a Genealogy of Educational Humanism -- 2 Researching the Posthuman Paradigm: The "Subject" as Curricular Lens -- 3 Posthumanist Education and Animal Interiority -- 4 Educational Policy Making for Social Change: A Posthumanist Intervention -- 5 "Approximate-Rigorous-Abstractions": Propositions of Activation for Posthumanist Research -- Part II: Attuning to the More-Than-Human Complexities of the Classroom -- 6 Ecologies of Praxis: Teaching and Learning against the Obvious -- 7 Losing Animals: Ethics and Care in a Pedagogy of Recovery -- Part III: Ecological Aesthetics -- 8 Affirmations and Limitations of Rancière's Aesthetics: Questions for Art and Its Education in the Anthropocene -- 9 Dark Posthumanism, Unthinking Education, and Ecology at the End of the Anthropocene -- Part IV: What Posthumanist Education Will Have Been -- 10 Undoing Anthropocentrism in Educational Inquiry: A Phildickian Space Odyssey? -- 11 Resisting Becoming a Glomus Body within Posthuman Theorizing: Mondialisation and Embodied Agency in Educational Research -- 12 To What Future Do the Posthuman and Posthumanism (Re)turn Us -- Meanwhile, How Do I Tame the Lingering Effects of Humanism? -- Contributors -- Index
*520  $aFocusing on the interdependence between human, animal, and machine, posthumanism redefines the meaning of the human being previously assumed in knowledge production. This movement challenges some of the most foundational concepts in educational theory and has implications within educational research, curriculum design and pedagogical interactions. In this volume, a group of international contributors use posthumanist theory to present new modes of institutional collaboration and pedagogical practice. They position posthumanism as a comprehensive theoretical project with connections to philosophy, animal studies, environmentalism, feminism, biology, queer theory and cognition. Researchers and scholars in curriculum studies and philosophy of education will benefit from the new research agendas presented by posthumanism.
*588  $aDescription based on publisher supplied metadata and other sources.
*588  $aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
*650 0$aEducation -- Philosophy.
*655 0$aElectronic books.
*7001 $aWeaver, John.
*77608$iPrint version:$aSnaza, Nathan$tPosthumanism and Educational Research$dLondon : Taylor & Francis Group,c2014$z9781138782358
*797  $aProQuest (Firm)
*830 0$aRoutledge International Studies in the Philosophy of Education Ser.
*852  $hTillgänglig inom Konstfack
*85640$uhttps://ebookcentral.proquest.com/lib/konstfack/detail.action?docID=1794277$zRead online / download
^

Focusing on the interdependence between human, animal, and machine, posthumanism redefines the meaning of the human being previously assumed in knowledge production. This movement challenges some of the most foundational concepts in educational theory and has implications within educational research, curriculum design and pedagogical interactions. In this volume, a group of international contributors use posthumanist theory to present new modes of institutional collaboration and pedagogical practice. They position posthumanism as a comprehensive theoretical project with connections to philosophy, animal studies, environmentalism, feminism, biology, queer theory and cognition. Researchers and scholars in curriculum studies and philosophy of education will benefit from the new research agendas presented by posthumanism.