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dc.contributor.authorMustola, Marleena
dc.date.accessioned2019-11-05T12:19:56Z
dc.date.available2020-07-06T21:35:13Z
dc.date.issued2019
dc.identifier.citationMustola, M. (2019). Why is a live chicken banned from the kindergarten? : Two lessons learned from teaching posthuman pedagogy to university students. <i>Educational Philosophy and Theory</i>, <i>51</i>(14), 1434-1443. <a href="https://doi.org/10.1080/00131857.2018.1553712" target="_blank">https://doi.org/10.1080/00131857.2018.1553712</a>
dc.identifier.otherCONVID_28886571
dc.identifier.otherTUTKAID_80459
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/66157
dc.description.abstractThe hierarchical human-centric paradigm has been criticized by various movements of posthuman philosophy because this paradigm forgets and dismisses nonhuman beings and entities: animals, nature, objects, and technology. When I developed a course called ‘Education and Adaptations of Animal Studies’ for university students in 2015, I learned two lessons in practice. First, many humans, pedagogues, and academics want to hold on to their anthropocentric worldview that separates them from other species. Second, in pedagogical practices humans prefer to avoid confronting the violence they do toward animals. In this article, I reflect on these two lessons learned and consider what they tell us about the dichotomies, anthropocentrism, and speciesism visible in pedagogical practices. I also discuss how posthuman pedagogy and posthuman ethics can help us ask uneasy questions that fracture the uncertain conception of human superiority.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge; Philosophy of Education Society of Australasia
dc.relation.ispartofseriesEducational Philosophy and Theory
dc.rightsIn Copyright
dc.subject.otherposthuman pedagogy
dc.subject.otherhumans
dc.subject.otheranthropocentrism
dc.subject.otherspeciesism
dc.titleWhy is a live chicken banned from the kindergarten? : Two lessons learned from teaching posthuman pedagogy to university students
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201910294664
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineVarhaiskasvatusfi
dc.contributor.oppiaineEarly Childhood Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-10-29T13:15:32Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange1434-1443
dc.relation.issn0013-1857
dc.relation.numberinseries14
dc.relation.volume51
dc.type.versionacceptedVersion
dc.rights.copyright© 2019 Philosophy of Education Society of Australasia
dc.rights.accesslevelopenAccessfi
dc.subject.ysoposthumanismi
dc.subject.ysoihminen-eläinsuhde
dc.subject.ysopedagogiikka
dc.subject.ysoetiikka
dc.subject.ysoeläimet
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p28278
jyx.subject.urihttp://www.yso.fi/onto/yso/p28227
jyx.subject.urihttp://www.yso.fi/onto/yso/p1584
jyx.subject.urihttp://www.yso.fi/onto/yso/p3166
jyx.subject.urihttp://www.yso.fi/onto/yso/p2023
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1080/00131857.2018.1553712
dc.type.okmA1


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