Towards Posthumanism in Education: Theoretical Entanglements and Pedagogical Mappings

Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
List of Figures
List of Editors and Contributors
Series Editor’s Preface
Acknowledgements
Chapter 1: Posthuman Educational Mappings: Knotting Plateaus of Care
	References
Part I: Posthuman Pedagogical Becomings
	Chapter 2: Gratuitous Posthumanism in Education: ‘There Is No Thought Not Yet Thought’
		Introduction
		Education as a Modernising and ‘Humanising’ Endeavour
		Teaching Difference Differently – Unsettling Colonial Humanism in Teacher Education
		The Coloniality of Gender and the Need for More-Than-Posthuman Approaches
		Conclusion
		References
	Chapter 3: Towards Posthuman Pedagogic Practices in Citizenship Education: Becoming-Citizen
		Introduction
		Citizenship and the Salience of Becoming
			Making Sense of Becoming-Citizen in Education
		Data Encounters of a Posthuman Kind
		Becoming-Citizen: Encountering Untitled (Whakanoa)
		Towards Posthuman Pedagogic Practices: Citizenship Education
		Conclusion
		Note
		References
	Chapter 4: Writing as Unforeseeable Posthuman Inquiry in Education
		Introduction: Writing As Restless Inquiry
		What If?
		Writing Beyond the Already Written
		Writing as Immersive Experiencing
		Writing Relationalities: Being and Becoming With
		Writing as Becoming and Being with the All
		Writing as Intra-Dwelling
		Writing Takes a Turn: Encounters towards Kinship
		Writing as (In)Habiting
		A Concluding/Next/Beyond Encounter
		References
Part II: Posthuman Pedagogical Diffractions
	Chapter 5: A Posthumanist Pedagogical Praxis through Agential Realism: Teaching Elsewhere
		Introduction
		In Theory: A Diffraction Grating for Teaching Elsewhere
			In Practice: The Curation↔Calibration of a Posthuman Classroom
		Conclusion
		References
	Chapter 6: Affective Refusals, More-than-Human Identities and De-Colonisation in Early Childhood Education
		Introduction
		‘My Mom Teaches Us about Paradise’: A More-Than-Human Vignette
		Embodied Refusals: A Material-discursive Assemblage in the Classroom
		More-than-(Human)-Identities: Mapping Opportunities for (not) Be(com/long)ing
		De/colonising Intra-actions: Becoming-Nabir, Becoming-with, Becoming-otherwise
		(In)Conclusion
		Acknowledgements
		References
	Chapter 7: Neoliberal and (Post-)Pandemic Irruptions: Reconceptualising Critical Pedagogies for More-than-Human Crisis Times
		Introduction: Critical Perspectives and the ‘(Post-) Pandemic New Normal’
		The Neoliberal (Post-)Pandemic University: The Power of Irruption
		The Neoliberal (Post-)Pandemic University: Teaching-with(in) More-Than-Human Crisis Times
			‘Playing Catch Up’, ‘Slowing Down’ and Dyschronia within the Neoliberal Academic Landscape
			A Thousand Tiny-Yet-All-Encompassing Catastrophes and Solutions
		Conclusion: Irruptive Pedagogies in-the-Making for More-Than-Human Crisis Times
		References
Part III: Posthuman Pedagogical Matterings
	Chapter 8: Pedagogies of Mattering in Higher Education: Thinking-with Posthumanist and Feminist Materialist Theory-Praxis
		Encountering Pedagogies of Mattering in Higher Education
		Kindness and Love
		Belonging and Power
		Creativity and Criticality
		Conclusion
		References
	Chapter 9: Response-able Feminist Activism in a Neoliberal School Context: Plaiting to Re-think Progress
		Introduction: Hanna, Tabitha and the Neoliberal School Context
		Plaiting Posthuman, New Materialist and Creative-Participatory Theories Together
		Entangled Meanings and Materialities Around the Plait
		The Plait in Action
		Conclusion: Unravelling the Tangles of Neoliberal Feminism in Schools
		References
	Chapter 10: Rethinking Pedagogy as Material-Discursive Intra-Actions
		Introduction
		Questioning Narrow Art Education Practice and Research
		Rhizomatic Connections of an Artist-Teacher-Researcher
		Material-Discursive Intra-actions
		Feeling the Felting and Felting the Feelings
		Considering Other Ways of Teaching
		Performative Approach to Wool Felting
		Concluding Remarks
		References
	Chapter 11: Love Letters as Relational Pedagogies of Assessment
		Introduction: A Cartography
		An ‘Emergent Collectivity Sited in the Encounter’
		Bumpy Journeys: Research Creation
			In-Between-ing Delights
			Joyful Wilding
			Affirmative alternatives
			Assessment as a collective act
			Assessment as Healing
		Conclusions: Re-imaginings, Towards Posthuman Forms of Assessment
		References
Part IV: Posthuman Affective Eco-Pedagogy
	Chapter 12: Affective Attachments to Carbon within Youth Cultures
		Introduction
		What is a Carbon Culture?
		Rethinking Environmental Education
			Carbon Cultures and the Capitalocene
				Scenes from Carbon Cultures
		Anna Gets to Know Hazelwood Pondage
		Riding with Oscar
		Carbon Dreaming
		Jordan and Bernard’s Digital Carbon Assemblages
		MASS: A Requiem for the Capitalocene
		Conclusion
		Note
		References
	Chapter 13: Transcultural Eco-Pedagogy Meets Posthumanist Philosophy: Staging the Climate Crisis
		Introduction
		Transversal Affective Eco-Pedagogy and Place-Based Learning
			Discover What You Can Give
		Intra-Cultural Learning
		Making Sense of Eco-Pedagogical Methods Through Stengers’ Slowing Down, ‘Experts’ and ‘Diplomats’
		Conclusion
		References
Index