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Author: Simon Ceder Publisher: Routledge ISBN: 1351044176 Category : Education Languages : en Pages : 281
Book Description
Towards a Posthuman Theory of Educational Relationality critically reads the intersubjective theories on educational relations and uses a posthuman approach to ascribe agency relationally to humans and nonhumans alike. The book introduces the concept of ‘educational relationality’ and contains examples of nonhuman elements of technology and animals, putting educational relationality and other concepts into context as part of the philosophical investigation. Drawing on educational and posthuman theorists, it answers questions raised in ongoing debates regarding the roles of students and teachers in education, such as the foundations of educational relations and how these can be challenged. The book explores educational relations within the field of philosophy of education. After critically examining intersubjective approaches to theories of educational relations, anthropocentrism and subject-centrism are localized as two problematic aspects. Post-anthropocentrism and intra-relationality are proposed as a theoretical framework, before the book introduces and develops a posthuman theory of educational relations. The analysis is executed through a diffractive reading of intersubjective theories, resulting in five co-concepts: impermanence, uniqueness-as-relationality, proximity, edu-activity, and intelligibility. The analysis provided through educational examples demonstrates the potential of using the proposed theory in everyday practices. Towards a Posthuman Theory of Educational Relationality will be of great interest to researchers and postgraduate students in the fields of philosophy of education, early childhood education, research methodology and curriculum studies.
Author: Simon Ceder Publisher: Routledge ISBN: 1351044176 Category : Education Languages : en Pages : 281
Book Description
Towards a Posthuman Theory of Educational Relationality critically reads the intersubjective theories on educational relations and uses a posthuman approach to ascribe agency relationally to humans and nonhumans alike. The book introduces the concept of ‘educational relationality’ and contains examples of nonhuman elements of technology and animals, putting educational relationality and other concepts into context as part of the philosophical investigation. Drawing on educational and posthuman theorists, it answers questions raised in ongoing debates regarding the roles of students and teachers in education, such as the foundations of educational relations and how these can be challenged. The book explores educational relations within the field of philosophy of education. After critically examining intersubjective approaches to theories of educational relations, anthropocentrism and subject-centrism are localized as two problematic aspects. Post-anthropocentrism and intra-relationality are proposed as a theoretical framework, before the book introduces and develops a posthuman theory of educational relations. The analysis is executed through a diffractive reading of intersubjective theories, resulting in five co-concepts: impermanence, uniqueness-as-relationality, proximity, edu-activity, and intelligibility. The analysis provided through educational examples demonstrates the potential of using the proposed theory in everyday practices. Towards a Posthuman Theory of Educational Relationality will be of great interest to researchers and postgraduate students in the fields of philosophy of education, early childhood education, research methodology and curriculum studies.
Author: Jessie A. Bustillos Morales Publisher: Taylor & Francis ISBN: 1040029353 Category : Education Languages : en Pages : 246
Book Description
This edited volume presents a post-humanist reflection on education, mapping the complex transdisciplinary pedagogy and theoretical research while also addressing questions related to marginalised voices, colonial discourses, and the relationship between theory and practice. Exhibiting a re-imagination of education through themed relationalities that can transverse education, this cutting-edge book highlights the importance of matter in educational environments, enriching pedagogies, teacher-student relationships and curricular innovation. Chapters present contributions that explore education through various international contexts and educational sectors, unravelling educational implications with reference to the climate change crisis, migrant children in education, post-pandemic education, feminist activists and other emergent issues. The book examines the ongoing iterations of the entanglement of colonisation, modernity, and humanity with education to propose a possibility of education capable of upholding heterogeneous worlds. Curated with a global perspective on transversal relationalities and offering a unique outlook on posthuman thoughts and actions related to education, this book will be an important reading for students, researchers and academics in the fields of philosophy of education, sociology of education, posthumanism and new materialism, curriculum studies, and educational research.
Author: Mads Rosendahl Thomsen Publisher: Bloomsbury Publishing ISBN: 1350090484 Category : Literary Criticism Languages : en Pages : 473
Book Description
As our ideas of the human have come under increasing challenges – from technological change, from medical advances, from the existential threat of climate crisis, from an ideological decentering of the human, amongst many other things – the 'posthuman' has become an increasingly central topic in the Humanities. Bringing together leading scholars from across the world and a wide range of disciplines, this is the most comprehensive available survey of cutting edge contemporary scholarship on posthumanism in literature, culture and theory. The Bloomsbury Handbook of Posthumanism explores: - Central critical concepts and approaches, including transhumanism, new materialism and the Anthropocene - Ethical perspectives on ecology, race, gender and disability - Technology, from data and artificial intelligence to medicine and genetics - A wide range of genres and forms, from literary and science fiction, through film, television and music, to comics, video games and social media.
Author: Karen Malone Publisher: Springer Nature ISBN: 9811581754 Category : Education Languages : en Pages : 264
Book Description
This book is a genealogical foregrounding and performance of conceptions of children and their childhoods over time. We acknowledge that children’s lives are embedded in worlds both inside and outside of structured schooling or institutional settings, and that this relationality informs how we think about what it means to be a child living and experiencing childhood. The book maps the field by taking up a cross-disciplinary, genealogical niche to offer both an introduction to theoretical underpinnings of emerging theories and concepts, and to provide hands-on examples of how they might play out. This book positions children and their everyday lived childhoods in the Anthropocene and focuses on the interface of children’s being in the everyday spaces and places of contemporary communities and societies. In particular this book examines how the shift towards posthuman and new materialist perspectives continues to challenge dominant developmental, social constructivist and structuralist theoretical approaches in diverse ways, to help us to understand contemporary constructions of childhoods. It recognises that while such dominant approaches have long been shown to limit the complexity of what it means to be a child living in the contemporary world, the traditions of many Eurocentric theories have not addressed the diversity of children’s lives in the majority of countries or in the Global South.
Author: Karin Murris Publisher: Routledge ISBN: 1351400908 Category : Education Languages : en Pages : 239
Book Description
Literacies, Literature and Learning: Reading Classrooms Differently attends to pressing questions in literacy education, such as the poor quality of many children’s experiences as readers, routine disregard for their thinking and the degrading impact of narrow skills measurement and comparison. This cutting-edge book moves beyond social, psychological and scientific categories that focus on individualistic and linear notions of the knowing subject; of progress and development; and of child as less than fully human. It adopts a posthumanist framework to explore new perspectives for teaching, learning and research. Authors from diverse disciplines and continents have collaborated to interrogate the colonising characteristics of humanism and to imagine a different – more just - reading of a literacy classroom. Questions of de/colonisation are tackled through the exploration of both education and research practices that seek to de-centre the human and include the more than human. Inspired by an example of high quality children’s literature, playful philosophical teaching and the power of the material, the authors show how the chapters diffract with one another, thereby opening up radical possibilities for a different doing of childhood. The book hopes to help transform adult-child relationships in schools and universities. As such, it should be of great interest to academics, researchers and postgraduate students in the areas of literacy, philosophy, law, education, the wider social sciences, the arts, health sciences and architecture. It should also be essential reading for teacher educators and practitioners around the world.
Author: David Kergel Publisher: Springer Nature ISBN: 3658355360 Category : Education Languages : en Pages : 141
Book Description
The essays in this volume all seek to answer the following broad question: How can philosophical, educational and critical approaches to corporate communications deepen our understanding of learning in the digital age? The authors reflect on how particular approaches, learning strategies, philosophers or critical theorists can advance the theory and practice of teaching and learning in the digital age. Each essay discusses key concepts from their work and relates those concepts to a particular problem within learning and teaching in the digital age.
Author: Koen Rens Wessels Publisher: Springer Nature ISBN: 3031157877 Category : Education Languages : en Pages : 99
Book Description
In this hyperconnected, dynamic world we live in, permeated by profound challenges and transformations, the awareness of complexity is unequivocally on the rise. This monograph argues that it is high time that our educational institutions and pedagogical approaches come to mirror this growing awareness, to assist and inspire humanity to embrace complexity, to learn to move within it with increasing sensitivity and wisdom. Doing so is necessary, for if there is one thing that the years behind us bear witness of, it is that the tendency and attempt to simplify, separate, control, and indeed exploit has – as the dark side of the advancements of modern life – brought upon us unprecedented ecological and humanitarian crises. Schools, notably, are not closed spaces separated from society but open places within society, and as such they are inevitably complicit in the (re)shaping of our shared world. This book, therefore, proposes an ambitious pedagogical agenda. Specifically, it explores the relational ontological premise of entanglement in the context of pedagogical theory, raising the question of how, as teachers, we might meaningfully and responsibly engage with the myriad ways in which students are simultaneously shaped-by and shapers-of contemporary societal challenges. In close collaboration with twelve teachers as co-researchers, the book offers six ''helpful perspectives'' for teachers seeking to embrace such complexity in their own practices, referred to as: (1) entanglement-orientedness, (2) entanglement-awareness, (3) hopeful action, (4) inquiry within entangled phenomena, (5) practicing perceptiveness, and (6) practicing integrity.
Author: Mona Sakr Publisher: Bloomsbury Publishing ISBN: 1350369667 Category : Education Languages : en Pages : 209
Book Description
This book argues that developmental approaches to observation in childhood pedagogy are limiting, that there is an urgent need to unsettle and reimagine observation, proposing new postdevelopmental theories and modes of inquiry for educators. Written by leading scholars based in Australia, Canada, Finland, New Zealand, the UK and the USA, the chapters consider observation as it is enacted in the home, nursery or classroom. Drawing on a range of theories including feminist new materialism, social semiotics, and sociocultural and multimodal approaches to early childhood the chapters cover a range of areas from early childhood art and observational literacy tools to intergenerational research, and using photography and video in observations.
Author: Christopher M. Schulte Publisher: Bloomsbury Publishing ISBN: 1350076457 Category : Education Languages : en Pages : 248
Book Description
As researchers and theorists, teachers and teacher educators, parents and grandparents and advocates for children, the authors featured in Ethics and Research with Young Children share a common inclination to counter the idea of an ethics that is conventional-i.e., an ethics that reinforces existing models and discourses, which position children as irrational and incompetent; that de-anonymize children's ways of working and being in the world; that reduces and distorts the social, cultural and political forces that shape children's everyday realities; and, that routinely subtracts from these realities the complex responsibilities that adults have (especially as researchers) to recognize ethics as situated, relational, intersectional, and provisional. Aligned with the interdisciplinary commitments of a Childhood Studies approach and informed by a range of theoretical and practical frameworks, the perspectives offered in this volume are grounded in relationships between and among adults and children, their shifting social, cultural, political and material realities, and a world of ideas and experiences that impel them to face and reorient their ethical commitments to each other.
Author: Nicola J. Yelland Publisher: SAGE ISBN: 152976209X Category : Education Languages : en Pages : 704
Book Description
This Handbook explores the multidisciplinary field of childhood studies through a uniquely global lens. It focuses on enquiries and investigations into the everyday lives of young children in the age range of birth to 8 years of age, giving space to their voices and involving interrogations about the various aspect of their lives. This Handbook engages with the interdisciplinary field of childhood studies, education, cultural studies, ethnography, and philosophy, with contributions from scholars from across the globe who have focused their work on the complexities of childhoods in contemporary times. By considering a range of epistemologies, ontologies and perspectives to present the contemporary & systematic research on the topic from a wide range of academics and authors in the field, this Handbook provides a significant contribution to the international dialogue of Global Childhoods. Part 1: Global Childhoods Part 2: Researching Global Childhoods Part 3: Contemporary Childhoods Part 4: Pedagogies and Practice Part 5: Creating Communities for Global Children
Author: Simon Ceder
Author: Simon Ceder
Author: Jessie A. Bustillos Morales
Author: Mads Rosendahl Thomsen
Author: Karen Malone
Author: Karin Murris
Author: David Kergel
Author: Koen Rens Wessels
Author: Mona Sakr
Author: Christopher M. Schulte
Author: Nicola J. Yelland