Posthumanist Education

link_to_subscribed_fulltex

Performing the paradox: collaboration as intervention in Eis o Homem

After the economic crisis of 2008, Portugal, like other European countries, underwent a readjustment programme based on neo-liberal principles. This programme widened the gap between rich and poor and elevated the economic over the social, the political and the affective. This paper analyses the devised performance Eis o Homem (Behold Man) as both an artistic and intellectual intervention in this context of crisis. It suggests that collaboration between artists on an explicitly non-hierarchical basis functioned as a coping mechanism for both the artists involved and the audience. The material generated during rehearsals contrasted the powerful reality of life as lived by Portuguese citizens during this period with the Real, that, as Slavoj Zizek has argued, masked this reality with social discourses that emphasized that there was no alternative to the dominance of the market. It concludes that such forms of theatrical collaboration, which explicitly contemplate the right to dissensus, can lead to complex, transformative responses to social situations and to dialogically-informed performances

A serial model of the interrelationship between perceived vulnerability to disease, fear of COVID-19, and psychological distress among teachers in South Africa

The current study examined the serial relationship between perceived vulnerability to disease, fear of COVID-19, anxiety, and psychological distress among schoolteachers. Participants were South African school teachers (N = 355) who completed the Perceived Vulnerability to Disease Questionnaire, Fear of COVID-19 Scale, trait scale of the State-Trait Anxiety Inventory, Beck Hopelessness Scale, and the Centre for Epidemiological Depression Scale. A path analysis confirmed that teachers who appraised themselves as more susceptible to disease experienced heightened levels of fear of COVID-19, which led to heightened levels of anxiety, depression, and hopelessness. Specifically, germ aversion and perceived infectability were separately associated with heightened fear of COVID-19, which in turn was associated with heightened anxiety. This serial relationship was associated with heightened levels of hopelessness and depression. The current study extends research on the impact of the COVID-19 pandemic among a distinct subgroup of the population

Lepton flavor conserving Z -> l^+ l^-$ decays in the general two Higgs doublet model

We calculate the new physics effects to the branching ratios of the lepton flavor conserving decays Z -> l^+ l^- in the framework of the general two Higgs Doublet model. We predict the upper limits for the couplings |\bar{\xi}^{D}_{N,\mu\tau}| and |\bar{\xi}^{D}_{N,\tau\tau}| as 3\times 10^2 GeV and 1\times 10^2 GeV, respectively.Comment: 9 pages, 3 figure

Validation of the fear of COVID-19 scale in South Africa: Three complementary analyses

TFear is the most common response to disease outbreaks. Persistent and prolonged fear can elevate the levels of psychological distress and aggravate preexisting mental health problems. Therefore, prompted by the central role of fear in psychological responses to COVID-19, the Fear of COVID-19 Scale was developed, which is the only instrument that can assess emotional fear reactions in relation to the current pandemic. In this study, we extend research on the psychometric properties of this instrument by adopting three complementary approaches: classical test theory, Rasch analysis, and Mokken analysis. Combining thes emethods allows for a more nuanced overview of the psychometric properties of the instrument. The sample comprised South African teachers (n = 355) who completed the Fear of COVID-19 Scale. All three approaches confirmed the reliability and the construct, convergent, and concurrent validity of the scale asused with South African teachers. In addition, all three approaches confirmed that the scale is sufficiently homogenous to be considered unidimensional

Architects of time: Labouring on digital futures

Drawing on critical analyses of the internet inspired by Gilles Deleuze and the Marxist autonomia movement, this paper suggests a way of understanding the impact of the internet and digital culture on identity and social forms through a consideration of the relationship between controls exercised through the internet, new subjectivities constituted through its use and new labour practices enabled by it. Following Castells, we can see that the distinction between user, consumer and producer is becoming blurred and free labour is being provided by users to corporations. The relationship between digital technologies and sense of community, through their relationship to the future, is considered for its dangers and potentials. It is proposed that the internet may be a useful tool for highlighting and enabling social connections if certain dangers can be traversed. Notably, current remedies for the lack of trust on the internet are questioned with an alternative, drawing on Zygmunt Bauman and Georg Simmel, proposed which is built on community through a vision of a ‘shared network’

Forum 2: The migrant climate: resilience, adaptation and the ontopolitics of mobility in the Anthropocene

While modernist or ‘top-down’, ‘command-and-control’ approaches to climate and migration worked at the surface or ontic level of the redistribution of entities in time and space, resilience approaches call for a different approach to mobility (for an extensive discussion of resilience as a distinctive governance regime see, for example, Grove, 2018; Chandler, 2014). These discourses construct mobilities that are more transformative, in fact, ones that question traditional liberal modernist notions of time and space and of entities with fixed essences. These mobilities do not concern moving entities in space but rethinking mobility in relation to space. Mobility then becomes more a matter of changing the understandings and practices relating to spaces and entities than of moving things from one place to another. Becoming ‘mobile’ thus would apply to the development of capabilities or ‘response-abilities’ (Haraway, 2016: 2) to sense, adapt, recompose, repurpose and reimagine problems and possibilities; taking responses to crises beyond the static and binary conceptions of mobility and space epitomised by The Clash lyrics in the epigraph

Training the homo cellularis: attention and the mobile phone

Drawing on literature from philosophy of technology, mobile media studies, performer training as well as practice-based research, this article examines the use of mobile phones in performer training, through the notion of pharmakon and in relation to questions of attention. It reviews the work of other performer training practitioners who use mobile phones and examines underlying assumptions with regard to the nature of attention and the use of space. Although the aim of this article is neither to advocate nor apologise for mobile phone use, it argues that the mobile phone may invite a rethinking of the way attention is exercised and understood within performer training. By discussing an exercise developed by the author within a university-based theatre training context, this article argues that an ‘attention–distraction’ dichotomy in terms of the trainee’s attending capacity is no longer an adequate explanatory framework. It therefore suggests that attention should be approached as a multi-modal and synthesising process

Education, digitization and literacy training. A historical and cross-cultural perspective.

In this article, I deal with the transition from traditional ‘school’ forms of instruction to educational processes that are fully mediated by digital technologies. Against the background of the idea the very institution ‘school’ is closely linked to the invention of the alphabetic writing system and to the need of initiating new generations into a literate culture, I focus on the issue of literacy training. I argue that with the digitization of education, a fundamental transition takes place regarding what it means to be literate, but also what it means to educate and to be educated. I do so by developing a ‘techno-somatic’ approach, which means that I look at the use of concrete instructional technologies, and the bodily disciplines that are involved. I set out a double comparison in which I contrast existing, ‘traditional’ ways of learning how to read/write with the way in which literacy training looked like before the nineteenth century, on the one hand, and with the initiation into literacy in the Chinese/Japanese language, on the other hand. I argue that these comparisons shed light on the differences between traditional and digital literacy. More precisely, I show that in each case, a different relation toward what it means to produce script is involved. As such, both forms of literacy go together with different spaces of experience and senses of being-able, and therefore with altogether different ideas of what education is all about

Speaking with things: Encoded researchers, social data, and other posthuman concoctions

We apply our heuristics for ‘interviewing’ nonhuman research participants (Adams and Thompson 2011) to the digital things of qualitative research itself: recording devices, data analysis software, and other sociomaterial concoctions recruited at different stages of contemporary research projects. We suggest that these ‘inorganic organized’ entities participate as co-researchers that inevitably extend but also disrupt research practice and knowledge construction, introducing new tensions and contradictions. Counterpointing phenomenology and Actor Network Theory, we usher some of the hidden and coded materialities of research practice into view, and glimpse unexpected realities co-enacted. Such immersive entanglements raise ethical questions about the posthumanist fluencies now demanded in social science research practice and we outline several considerations