Post-anthropocentric pedagogies: purposes, practices, and insights for higher education

What does it mean to teach in higher education (HE) from vantage points that do not privilege human self-interest, but include nonhuman animals as significant subjects of educational practice? This paper addresses human-animal relations as a nascent area of HE pedagogy. It explores premises of, and...

Full description

Saved in:
Bibliographic Details
Published inTeaching in higher education Vol. 30; no. 2; pp. 344 - 358
Main Author Pedersen, Helena
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 17.02.2025
Taylor & Francis Ltd
Subjects
animals
critical pedagogy
Education
Educational Practices
Higher education
Other Humanities not elsewhere specified
Other Social Sciences not elsewhere specified
Pedagogik
Pedagogy
Post-anthropocentric pedagogies
Posthumanism
Reflective teaching
Social change
Övrig annan humaniora
Övrig annan samhällsvetenskap
Online AccessGet full text

Cover

More Information
Summary:What does it mean to teach in higher education (HE) from vantage points that do not privilege human self-interest, but include nonhuman animals as significant subjects of educational practice? This paper addresses human-animal relations as a nascent area of HE pedagogy. It explores premises of, and approaches to post-anthropocentric HE pedagogies through an examination of a wide range of teacher experiences as expressed in research literature in the area. Emerging from this contested and sometimes controversial terrain in the HE landscape are three key pedagogical aspects that post-anthropocentric educators across disciplines seem to share; aspects that can offer important insights for pedagogical development in HE: A passion and commitment to critical inquiry; innovative ways of connecting theoretical subject matter to life outside university; and embracing risk-taking in the teaching and learning process as a necessary part of HE teachers' reflective practice.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1356-2517
1470-1294
DOI:10.1080/13562517.2023.2222087