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Pattrice jones (2015) entreats us to not only map the entanglements in which animals and humans are situated but to interrogate the intersections of human-animal boundaries and that which demarcates the former from the latter, to see how they support and prop each other up. In this chapter, we trouble the intersections of childhood/animal/education seeking to circulate and disrupt the normalizing ideologies of speciesism that reinforce human exceptionalism and dominion. This chapter contributes to political and ethical conversations in early childhood education (ECE), as we argue that the commodification of nonhuman animals infiltrates educational praxis, in ways that contribute to our epistemological uncertainty as we search for possibilities of animal liberation and the desire to live without places of injustice and violence (White, 2015). Research with children and their families in an Australian ECE context uncovered stories about life, love, and death. The impression given by these stories is that humanist thinking and anthropocentric viewpoints dominate what parents and teachers share with children and the way they talk about their children’s experiences and retell their own childhood stories that concern relationships with animals. Redefining the human species as one among many offers the potential to not only challenge anthropocentric systems but also attempt to move beyond humanist principles and human-centered ways of relating ethically to the other (human or animal) (Kendall-Morwick, J Mod Lit 36:100–119, 2013; Lévinas, Entre-Nous: On thinking of the other. Columbia University Press, New York, 1997). Theoretical borders are also being tested here as we roam in and out of human, posthuman, and critical theoretical realms playing with old and new ontologies in our search for pedagogical resistance, anarchy, and places without violence. Specifically, we engage “post” methodologies and theories, to pay epistemological and theoretical attention to animal species (Hamilton, Taylor, Ethnography after humanism: Power, politics and method in multi-species research. Palgrave Macmillan, London, 2017).
Tracy Young; Jane Bone. Troubling Intersections of Childhood/Animals/Education: Narratives of Love, Life, and Death. Springer International Handbooks of Education 2020, 1379 -1397.
AMA StyleTracy Young, Jane Bone. Troubling Intersections of Childhood/Animals/Education: Narratives of Love, Life, and Death. Springer International Handbooks of Education. 2020; ():1379-1397.
Chicago/Turabian StyleTracy Young; Jane Bone. 2020. "Troubling Intersections of Childhood/Animals/Education: Narratives of Love, Life, and Death." Springer International Handbooks of Education , no. : 1379-1397.
This chapter places learning in a posthumanist frame. Starting with classic learning theorists such as Socrates and Plato, we then turn sharply to contemporary thinking acknowledging that a key tenet of posthumanism is to de-centre or deterritorialize the all-important human, and venture towards knowing in a different way. We move through four key concepts of posthumanism, putting these concepts to work though a series of ‘nature as event’ as framed by Debaise (2017) and formerly by Whitehead (1920), James (1912) and Deleuze (1990). Nature as event is a pluralistic concept that rearticulates nature through deterritorializing, de-bifurcation and relationality. In effect, the posthumanist learner (re)adjusts to being already entangled as nature and not separated or dominated by humanist dispositions.
Tracy Young; Amy Cutter-Mackenzie-Knowles. Posthumanist Learning: Nature as Event. Touchstones for Deterritorializing Socioecological Learning 2019, 27 -48.
AMA StyleTracy Young, Amy Cutter-Mackenzie-Knowles. Posthumanist Learning: Nature as Event. Touchstones for Deterritorializing Socioecological Learning. 2019; ():27-48.
Chicago/Turabian StyleTracy Young; Amy Cutter-Mackenzie-Knowles. 2019. "Posthumanist Learning: Nature as Event." Touchstones for Deterritorializing Socioecological Learning , no. : 27-48.
Pattrice jones (2015) entreats us to not only map the entanglements in which animals and humans are situated but to interrogate the intersections of human-animal boundaries and that which demarcates the former from the latter, to see how they support and prop each other up. In this chapter, we trouble the intersections of childhood/animal/education seeking to circulate and disrupt the normalizing ideologies of speciesism that reinforce human exceptionalism and dominion. This chapter contributes to political and ethical conversations in early childhood education (ECE), as we argue that the commodification of nonhuman animals infiltrates educational praxis, in ways that contribute to our epistemological uncertainty as we search for possibilities of animal liberation and the desire to live without places of injustice and violence (White, 2015). Research with children and their families in an Australian ECE context uncovered stories about life, love, and death. The impression given by these stories is that humanist thinking and anthropocentric viewpoints dominate what parents and teachers share with children and the way they talk about their children’s experiences and retell their own childhood stories that concern relationships with animals. Redefining the human species as one among many offers the potential to not only challenge anthropocentric systems but also attempt to move beyond humanist principles and human-centered ways of relating ethically to the other (human or animal) (Kendall-Morwick, J Mod Lit 36:100–119, 2013; Lévinas, Entre-Nous: On thinking of the other. Columbia University Press, New York, 1997). Theoretical borders are also being tested here as we roam in and out of human, posthuman, and critical theoretical realms playing with old and new ontologies in our search for pedagogical resistance, anarchy, and places without violence. Specifically, we engage “post” methodologies and theories, to pay epistemological and theoretical attention to animal species (Hamilton, Taylor, Ethnography after humanism: Power, politics and method in multi-species research. Palgrave Macmillan, London, 2017).
Tracy Young; Jane Bone. Troubling Intersections of Childhood/Animals/Education: Narratives of Love, Life, and Death. Handbook of Giftedness and Talent Development in the Asia-Pacific 2018, 1 -20.
AMA StyleTracy Young, Jane Bone. Troubling Intersections of Childhood/Animals/Education: Narratives of Love, Life, and Death. Handbook of Giftedness and Talent Development in the Asia-Pacific. 2018; ():1-20.
Chicago/Turabian StyleTracy Young; Jane Bone. 2018. "Troubling Intersections of Childhood/Animals/Education: Narratives of Love, Life, and Death." Handbook of Giftedness and Talent Development in the Asia-Pacific , no. : 1-20.