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Posthumanism and educational research

Posthumanism and educational research

Weaver, John A., editor of compilation; Snaza, Nathan, editor of compilation

Focusing on the interdependence between human, animal, and machine, posthumanism redefines the meaning of the human being previously assumed in knowledge production. This movement challenges some of the most foundational concepts in educational theory and has implications within educational research, curriculum design and pedagogical interactions. In this volume, a group of international contributors use posthumanist theory to present new modes of institutional collaboration and pedagogical practice. They position posthumanism as a comprehensive theoretical project with connections to philosophy, animal studies, environmentalism, feminism, biology, queer theory and cognition. Researchers and scholars in curriculum studies and philosophy of education will benefit from the new research agendas presented by posthumanism

eBook, Electronic resource, Book. English. Electronic books.
Published New York, New York: Routledge, [2015]
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Statement of responsibility: edited by Nathan Snaza and John A. Weaver
ISBN: 1315769166, 9781138782358, 9781315769165
Note: Includes bibliographical references and index.
Physical Description: 1 online resource [xiv, 203 pages].
Series: Routledge international studies in the philosophy of education ; 35
Subject: Education Philosophy.
Reproduction: Electronic reproduction. Dawson Books. Mode of access: World Wide Web.
Series Title: Routledge international studies in the philosophy of education ; 35.
Other formats: Also available in printed form.


  1. Foreword by Dennis Carlson Introduction
  2. Education and the Posthumanist TurnNathan Snaza and John Weaver
  3. Part I
  4. Humanism, Posthumanism, and Educational Research
  5. 1. Toward a Genealogy of Educational Humanism Nathan Snaza 2. Researching the Posthuman Paradigm
  6. The "Subject" as Curricular Lens Brad Petitfils 3. Posthumanist Education and Animal InteriorityMarla Morris 4. Educational Policy-Making for Social Change
  7. A Post-Humanist Intervention Helena Pedersen 5. "Approximate-Rigorous-Abstractions"
  8. Propositions of Activation for Posthumanist ResearchStephanie Springgay
  9. Part II
  10. Attuning to the More Than Human Complexities of the Classroom
  11. 6. Ecologies of Praxis
  12. Teaching and Learning Against the ObviousNikki Rotas 7. Losing Animals
  13. Ethics and Care in a Pedagogy of RecoveryAlyce Miller
  14. Part III
  15. Ecological Aesthetics
  16. 8. Affirmations and Limitations of Rancière's Aesthetics
  17. Questions for Art and its Education in the Anthropocene Jan Jagodzinski 9. Dark Posthumanism, Unthinking Education, and Ecology at the End of the AnthropoceneJason Wallin
  18. Part IV
  19. What Posthumanist Education Will Have Been
  20. 10. Undoing Anthropocentism in Educational Inquiry
  21. A Phildickian Space Odyssey?Noel Gough 11. Resisting Becoming a Glomus Body Within Posthuman Theorizing
  22. Mondialisationand Embodied Agency in Educational ResearchAnnette Gough 12. To What Future Do the Posthuman and Posthumanism (Re)turn Us
  23. Meanwhile, How Do I Tame the Lingering Effects of Humanism?John Weaver

Author note

Nathan Snazais Director of the Bridge to Success Program and member of the English Department at the University of Richmond, USA. His writings have appeared in journals such as Journal of Curriculum and Pedagogy, Angelaki, Educational Researcherand Journal of Critical Animal Studies.

John A. Weaveris Professor of Curriculum Studies at Georgia Southern University, USA. He is the author of Educating the Posthuman(2010), Popular Culture: A Primer (2004/8), Rethinking Academic Politics in Germany and The United States(2000) and editor of four other books including (Post) Modern Science (Education) (2001). He is the author of 30 journal articles and book chapters.