Addressing animal slaughter in school: the significance of an animal standpoint

This paper explores what happens when animal slaughter is addressed in upper secondary school from a position of open solidarity with the animals themselves, i.e. an animal standpoint. Drawing upon ethnographic fieldwork from a collaborative project with teachers, students, activists, and scholars,...

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Bibliographic Details
Published inEthics and education Vol. 20; no. 2-3; pp. 176 - 204
Main Author Håkansson, Jonna Kallaste
Format Journal Article
LanguageEnglish
Published Routledge 03.07.2025
Subjects
animal standpoint
animals
Critical animal pedagogies
Educational Sciences
pedagogy of discomfort
slaughter
Utbildningsvetenskap
visual pedagogy
pedagogy of discomfort
visual pedagogy
animal standpoint
animals
critical animal pedagogies
slaughter
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Summary:This paper explores what happens when animal slaughter is addressed in upper secondary school from a position of open solidarity with the animals themselves, i.e. an animal standpoint. Drawing upon ethnographic fieldwork from a collaborative project with teachers, students, activists, and scholars, the paper explores what happens when animal slaughter is addressed through critical animal pedagogies in two Swedish upper secondary schools by introducing video material from slaughterhouses produced by an animal rights organization. It is concerned with whether a pedagogy that aims to facilitate students in adopting an animal standpoint can create space for addressing (and resisting) the killing of nonhuman animals that is inherent in animal production, suggesting that an animal standpoint is decisive for enabling critical reflection on the killing of animals for food and space for action. The difficulty of taking this standpoint in education is identified but also potential for going beyond this difficulty.
ISSN:1744-9642
1744-9650
1744-9650
DOI:10.1080/17449642.2025.2489913