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The book seeks to explore ways in which education research, policy
and practice ought to be re-thought and re-enacted under present
bio-political predicaments. It brings together scholars working in
the intersections of education for sustainable development,
philosophy of education and curriculum theory who contribute
original and radical analyses of education in an increasingly
unpredictable and unintelligible world. According to the
Intergovernmental Panel on Climate Change (IPCC), humanity is
closer to irreversible tipping points that, once reached will lead
to accelerating transformations that will drastically change life
on earth during the coming decades. Responses from education
studies to these precarious social-ecological conditions range from
pointing out necessary ways forward for education grounded in human
accountability, responsibility, justice, ethics, and care; to dark
ecology-oriented interventions unnerving the very premises that
education relies on. When education is deeply entangled with, and
contributing to, a catastrophic global development, the idea of
education as a nostalgic promise for a common good and a better
future comes under scrutiny. This volume re-configures education as
inextricable from other anthropogenic threats and natural forces
that seem to become increasingly intertwined in joint production of
our current predicament. It urges educational theorists,
practitioners, and policymakers to engage with thinking,
practicing, and revolutionizing educational futures. The chapters
in this book were originally published in the journal Educational
Philosophy and Theory.
Within the education system, acts of violence toward animals take
place and are manifested on a routine basis in science classes, in
lecture halls, in school canteens, and during study visits to zoos,
farms, and slaughterhouses. Taken for granted as "necessary" for
teaching and learning, this violence profoundly affects animals as
well as students. It also provides new entry points for
understanding education as a multispecies power regime, driven by
numerous other investments than knowledge dissemination alone.
What, then, is the nature of this educational violence, and how
exactly does education work through techniques of interference with
student and animal bodies? Based on ethnographic research within
upper secondary schools and higher education, this book challenges
the use of animals in education by innovative engagement of Deleuze
and Guattari's tool of schizoanalysis. Sparking a fundamental
rethinking of educational processes, relations, and aims, the book
explores how scientific knowledge about animals proliferates
through complex interplay of power and desire in contested spaces
of teaching and learning. Configuring animal science education as a
set of machines working in tandem with the animal industry, Helena
Pedersen offers radical new insights into how education forms
subjectivities and social orders under conditions of capitalist
expansion that capture students and animals alike. Bringing
together education studies, science studies, critical animal
studies, and continental philosophy, Pedersen also provides
examples of disruptive action that can put education to work for
transformation and liberation.
Within the education system, acts of violence toward animals take
place and are manifested on a routine basis in science classes, in
lecture halls, in school canteens, and during study visits to zoos,
farms, and slaughterhouses. Taken for granted as "necessary" for
teaching and learning, this violence profoundly affects animals as
well as students. It also provides new entry points for
understanding education as a multispecies power regime, driven by
numerous other investments than knowledge dissemination alone.
What, then, is the nature of this educational violence, and how
exactly does education work through techniques of interference with
student and animal bodies? Based on ethnographic research within
upper secondary schools and higher education, this book challenges
the use of animals in education by innovative engagement of Deleuze
and Guattari's tool of schizoanalysis. Sparking a fundamental
rethinking of educational processes, relations, and aims, the book
explores how scientific knowledge about animals proliferates
through complex interplay of power and desire in contested spaces
of teaching and learning. Configuring animal science education as a
set of machines working in tandem with the animal industry, Helena
Pedersen offers radical new insights into how education forms
subjectivities and social orders under conditions of capitalist
expansion that capture students and animals alike. Bringing
together education studies, science studies, critical animal
studies, and continental philosophy, Pedersen also provides
examples of disruptive action that can put education to work for
transformation and liberation.
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