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Toward a Posthuman Education

By Nathan Snaza, Peter Appelbaum, Siân Bayne, Dennis Carlson, Marla Morris, Nikki Rotas, Jennifer Sandlin, Jason Wallin and John A. Weaver

Abstract

The text of our manifesto will introduce posthumanism to a curriculum studies audience and propose new directions for curriculum theory and educational research more broadly. Following a description of what is variously called the “posthuman condition” or the “posthuman era,” our manifesto outlines the main theoretical features of posthumanism with particular attention to how it challenges or problematizes the nearly ubiquitous assumptions of humanism. In particular, we focus on how posthumanism responds to the history of Western humanism’s justification and encouragement of colonialism, slavery, the objectification of women, the thoughtless slaughter of non-human animals, and ecological devastation. We dwell on the question of how posthumanism may alter our understanding of the claim “education is political,” since humanism has shaped our very notions of “education” and “politics.” After outlining posthumanist discourse generally, and detailing the conceptual challenges it poses for education, we propose a list of possible new avenues for curriculum studies research opened up by posthumanism

Topics: Posthumanism, Politics, Animals, Manifesto, Curriculum and Instruction, Curriculum and Social Inquiry, Educational Assessment, Evaluation, and Research, Educational Methods
Publisher: Digital Commons@Georgia Southern
Year: 2014
OAI identifier: oai:digitalcommons.georgiasouthern.edu:curriculum-facpubs-1049

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