41 research outputs found
Posthumanism: A Desire for a New Humanity
No full textCall for Submissions for the Summer, 2022 issue of Cultural and Pedagogical Enquiry for the Special Issue: Posthumanism: A Desire for a New Humanity with Guest Editors Kay Sidebottom, Carol Lee, and Nikki Fairchild
CPI Special Issue: "Posthumanism: A Desire for a New Humanity" (Introduction)
No full textIntroduction to the Summer 2022 (Volume 14, No. 1) Special Isssue of Cultural and Pedigogical Inquiry with the guest editors Nikki Fairchild, Carol Lee and Kay Sidebottom. This is Part I of a double special issue that is grounded in the tenets, perspectives and the assumptions of posthumanism
CPI Special Issue: " Posthumanism: A Desire for a New Humanity" Introduction: Crafting Posthuman Kindness and Care
No full textIntroduction to Part 2 of the Special Issue, Posthumanism: A Desire for a New Humanity (Volume 14, No. 2) of Cultural and Pedigogical Inquiry by Guest Editors Carol Lee, Kay Sidebottom and Nikki Fairchild. Included in the Introduction is an overview of contributions to this issue and how each contributor addresses education in the material world, in relationships, and in the entanglement of matter and the incorporeal
CPI Welcomes the Winter 2023 Special Issue “Posthumanism: A Desire for a New Humanity” with Carol Lee, Kay Sidebottom, and Nikki Fairchild, invited Guest Editors
No full textEditorial introducing Part II of Cultural and Pedagogical Inquiry\u27s special series of Post Humanism: A Desire for a New Humanity with invited Guest Editors Carol Lee, Kay Sidebottom and Nikki Fairchild (Volume 14, No. 2, Winter 2023)
CPI Welcomes the Summer 2022 Special Isssue: "Posthumanism: A Desire for a New Humanity" with Nikki Fairchild, Carol Lee, Kay Sidebottom, Invited Guest Editors
No full textEditorial introducing the Summer 2022 (Volume 14, No 2) issue of Cultural and Pedagogical Inquiry entitled Posthumanism: A Desire for a New Humanity with invited guest editors Nikki Fairchild, Carol Lee and Kay Sidebottom
are, ALL the time
No full textCare does not happen in a vacuum, including nursing care. With this in mind, we—Jess, Jane, Jamie, Brandon, and Eva—partnered with critical posthuman scholars Goda Klumbytė from Kassel University in Germany and Dr. Kay Sidebottom from Stirling University in Scotland for a discussion of care. Goda's research straddles critical algorithm studies, systems design, and feminist theory, drawing together these critical perspectives with applied informatics. Kay focuses on posthuman approaches to curriculum and education, affirmative ethics, and how philosophy and art can be used to reimagine education. Although on the surface, their scholarship appears to be exogenous to nursing, critical posthumanism emphasizes the convergence of thinking inter-, trans-, anti-, and postdisciplinarity (Braidotti, 2019). Features that unite the work of nursing with Goda and Kay's foci include the explorations of bodies, control, education, and labor. This points to mutual interests along the axes of critical analyses of humanism, and moving toward more transversal methodologies and posthumanities praxes when it comes to care. Specifically, we are interested in the potentiality of transdisciplinary methodologies of caring and care that are situated outside of capitalist and state enclosures which include all human, other-than-human, more-than-human, and nonhuman matter. These ideas are important for nurses and non-nurses alike as everybody is, has, or will be in need of both nursing and other forms of care. We all care all the time. Nursing sometimes lays claim to care as proprietary, under its sole purview, happening in acute care spaces, within the nurse/patient dyad and centered on neoliberalized individualistic assumptions (Dillard-Wright et al., 2020; Smith et al., 2022). We challenge this notion. Our discussion begins with the politics of care, and the idea that care is overdetermined, exploring who gets to define care. We then turn to the time-space of care, which is multiple. We conclude with considerations of how care is situated and contextual
[Birdsong]: Pedagogies of Attunement and Surrender with More-than-Human Teachers
No full textOur current ecological predicament requires a shift to a post-anthropocentric educational paradigm in which we educate for and about a world that is not “for us,” but comprised of a multitude of eco-systems of which we are simply a part. To facilitate this, education should be enacted differently; we need to experience learning not as furthering entrenched nature/culture binaries, but as “worlding” processes, whereby imaginary divides between individual and environment are troubled, as humans and the material world are revealed to be relational and entangled. Posthumanism offers an affective turn towards a social and ecological justice that accounts for such entanglements; enacted through necessary processes of de-familiarisation from the dominant vision of education. In this article we firstly explore the theoretical underpinnings of critical posthumanism to critique sustainability education-as-usual and propose new modes of teaching that lean into affective processes of noticing and surrender. We then discuss a research project in which participants came together to explore what happens when we cease to privilege humans as the ultimate instructors and holders of knowledge. In doing so we disrupt normative methodologies, drawing on affect, embodiment, relationality, transdisciplinarity and an ethics of care which extend learning to more-than-human kin
The sensorium and fleshy schools
No full text© 2022 The Authors. Published by Wiley. This is an open access article available under a Creative Commons licence.
The published version can be accessed at the following link on the publisher’s website: https://doi.org/10.1002/berj.3793As places of learning, schools inevitably foreground cognition. Neglected in schools and in the literature is the body, often an inconvenience or barrier to learning rather than a site of perception and understanding. Where the body is considered, it is primarily concerned with pedagogy and children rather than analysing the broad range of embodied experience: teachers’ sensuous experience is side-lined; classrooms are central with toilets and staffrooms and corridors usually ignored; policy and architecture largely unconsidered. Furthermore, ironically, the focus in the literature also foregrounds the body within its contribution to cognition rather than centering the fleshy experience of sensing. This article therefore addresses these omissions and focuses on the sensorium – movement, the haptic, hearing, smell-taste and visual – providing a framework to analyse the truly embodied experience of the school environment. It argues that as well as being culturally bound, the sensorium is delineated and encoded within the educational ideology and architecture of schools, prescribed by senior leaders to manage and police the flesh within their school walls
Thinking, Alternatively: The Application of Art, Philosophy and Holistic Practice in the Teaching of Science, Technology, Engineering and Mathematics (STEM)
No full textThe challenge for education in contemporary times is how to combine rich subject knowledge with conceptualization, whilst also supporting curiosity, criticality and creative problem-solving through application. More importantly is the embedding of well-being in curriculums to ensure the evolution of being, becoming, and thriving subjects towards enhancing life-long learning. This chapter will explore the potential of interdisciplinary working across philosophy and the humanities to develop the kinds of critical education required. Using practical examples, we will demonstrate how educators can think in interdisciplinary ways, within the constraints of formal curricula activity. We will explore opportunities for ‘thinking, alternatively’ across STEM subjects, focusing particularly on the role of art and philosophy. Drawing on posthuman thinking and the work of Deleuze, Guattari, Dewey and others, we consider philosophy to be an active and creative practice which can work to open new ontological positions and modes of thought. We consider how art can work with science, not as a tool in the service of understanding scientific concepts, but to reimagine what science is, what it can do, and to break down nature/culture binaries. We aim to show how transdisciplinary educational practice can aid human and non-human well-being, through reframed relations within and without the classroom
