Title

Learning in the More Than Human World: A Conceptual Analysis of Posthuman Pedagogy

Document Type

Conference Paper

Journal/Book Title/Conference

International Conference of the Learning Sciences

Volume

4

Publisher

International Society of the Learning Sciences

Location

Nashville, TN

Publication Date

6-1-2020

First Page

2313

Last Page

2316

Abstract

A growing number of studies have been investigating educational problems from the perspective of posthumanism. Posthumanism is about rethinking the relations between the human and nonhuman by challenging the anthropocentric thinking. Education scholars tend to regard posthumanism as critical social theories rather than theoretical frameworks for practice. The emergence of posthuman discourses in the field of education indicates a need for a pedagogy that represents the transformation. However, there is a lack of research on how posthuman pedagogy is defined, described, and practiced. This study presents findings from a conceptual analysis, which elucidates four characteristics of the idea of posthuman pedagogy. Based on these characteristics, we argue that posthuman pedagogy informs the rethinking of the relationships embodied in pedagogy and the reimagination of the dynamic practice of learning.

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