Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research

Velda McCune; Education in the North

doi:10.26203/man2-s873

Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research

Velda McCune^* (Corresponding Author), Education in the North

^*Corresponding author for this work

Research output: Contribution to journal › Book/Film/Article review › peer-review

3 Downloads (Pure)

Abstract

This book brings forward a rich and engaging panoply of posthuman perspectives on higher education. These contributions challenge the notion of the static, independent and autonomous human subject in education. The authors question the central role of the human in our thinking about higher education, encouraging us to consider the agency of complex assemblages of human and non-human beings, technologies and ecologies. The separation of mind and body, nature and culture are dismissed. These viewpoints underpin ethical stances that challenge neoliberal perspectives on higher education and ask us to embrace relational and interconnected values as fundamental to our work as educators. The authors lead us towards pedagogies and research methods that embrace uncertainty and complexity and reject fixed processes and predictable outcomes. These are excellent foils to risk adverse perspectives on higher education fixated on quantitatively measurable outcomes.

Original language	English
Pages (from-to)	89-90
Number of pages	2
Journal	Education in the North
Volume	26
Issue number	1
DOIs	https://doi.org/10.26203/man2-s873
Publication status	Published - 12 Dec 2019

Access to Document

10.26203/man2-s873Licence: CC BY-NC

McCune_EITN_Posthumanism_And_Higher_VOR
This is an open-access article distributed under the terms of the Creative Commons Attribution-Noncommercial License (https://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial use, distribution, and reproduction in any medium, provided the original author and source are credited.
Final published version, 307 KBLicence: CC BY-NC

Cite this

@article{5e5cd24484f940a4b3285a75aa94d66b,

title = "Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research",

abstract = "This book brings forward a rich and engaging panoply of posthuman perspectives on higher education. These contributions challenge the notion of the static, independent and autonomous human subject in education. The authors question the central role of the human in our thinking about higher education, encouraging us to consider the agency of complex assemblages of human and non-human beings, technologies and ecologies. The separation of mind and body, nature and culture are dismissed. These viewpoints underpin ethical stances that challenge neoliberal perspectives on higher education and ask us to embrace relational and interconnected values as fundamental to our work as educators. The authors lead us towards pedagogies and research methods that embrace uncertainty and complexity and reject fixed processes and predictable outcomes. These are excellent foils to risk adverse perspectives on higher education fixated on quantitatively measurable outcomes.",

author = "Velda McCune and {Education in the North} and Helen Martin",

year = "2019",

month = dec,

day = "12",

doi = "10.26203/man2-s873",

language = "English",

volume = "26",

pages = "89--90",

journal = "Education in the North",

issn = "0424-5512",

number = "1",

}

TY - JOUR

T1 - Posthumanism and Higher Education

T2 - Reimagining Pedagogy, Practice and Research

AU - McCune, Velda

AU - Education in the North

A2 - Martin, Helen

PY - 2019/12/12

Y1 - 2019/12/12

N2 - This book brings forward a rich and engaging panoply of posthuman perspectives on higher education. These contributions challenge the notion of the static, independent and autonomous human subject in education. The authors question the central role of the human in our thinking about higher education, encouraging us to consider the agency of complex assemblages of human and non-human beings, technologies and ecologies. The separation of mind and body, nature and culture are dismissed. These viewpoints underpin ethical stances that challenge neoliberal perspectives on higher education and ask us to embrace relational and interconnected values as fundamental to our work as educators. The authors lead us towards pedagogies and research methods that embrace uncertainty and complexity and reject fixed processes and predictable outcomes. These are excellent foils to risk adverse perspectives on higher education fixated on quantitatively measurable outcomes.

AB - This book brings forward a rich and engaging panoply of posthuman perspectives on higher education. These contributions challenge the notion of the static, independent and autonomous human subject in education. The authors question the central role of the human in our thinking about higher education, encouraging us to consider the agency of complex assemblages of human and non-human beings, technologies and ecologies. The separation of mind and body, nature and culture are dismissed. These viewpoints underpin ethical stances that challenge neoliberal perspectives on higher education and ask us to embrace relational and interconnected values as fundamental to our work as educators. The authors lead us towards pedagogies and research methods that embrace uncertainty and complexity and reject fixed processes and predictable outcomes. These are excellent foils to risk adverse perspectives on higher education fixated on quantitatively measurable outcomes.

U2 - 10.26203/man2-s873

DO - 10.26203/man2-s873

M3 - Book/Film/Article review

VL - 26

SP - 89

EP - 90

JO - Education in the North

JF - Education in the North

SN - 0424-5512

IS - 1

ER -

Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research

Abstract

Access to Document

Fingerprint

Cite this