New PDF release: Posthuman Research Practices in Education

By Carol Taylor, Christina Hughes

ISBN-10: 1137453087

ISBN-13: 9781137453082

ISBN-10: 1349686875

ISBN-13: 9781349686872

How will we contain and boost understandings of these beyond-the-human points of the realm in social learn? via fifteen contributions from top foreign thinkers, this publication presents unique methods to posthumanist learn practices in schooling. It responds to questions which reflect on the influence and achieve of posthuman research.

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Extra info for Posthuman Research Practices in Education

Sample text

I reminded students that the ‘posts’ opposed method because it is prescriptive, always comes too late, and is immediately out of date. In 2010, a colleague then at my university, Mark Vagle, and I began an initiative in our college we called ‘philosophically informed research’ in an effort to reconnect educational research, too attached to the positivism of the social sciences, to its roots in philosophy. We organized a well-attended session at the 2011 American Educational Research Association on that topic.

1985) Naturalistic Inquiry (Newbury Park, CA: Sage Publications). Lyotard, J. F. (1984) The Postmodern Condition: A Report on Knowledge (G. Bennington and B. ) (Minneapolis, MN: University of Minnesota Press) (Original work published 1979). Rajchman, J. (2000) The Deleuze Connections (Cambridge, MA: The MIT Press). 36 Rethinking the Empirical in the Posthuman Rorty, R. M. (1979) Philosophy and the Mirror of Nature (Princeton, NJ: Princeton University Press). St. Pierre, E. A. (1995) Arts of Existence: The Construction of Subjectivity in Older, White Southern Women.

Rather, it means recognizing skin not as a barrier-boundary but as a porous, permeable sensorium of connectivity with/in a universe of dynamic co-constitutive and differential becomings. MacCormack (2012), too, is interested in developing ethics as an incarnate relation. Whereas Barad looks to quantum entanglements, MacCormack tracks back beyond the Cartesian bifurcation of body and mind to Spinoza’s conception of the corporeality of the mind. For Spinoza, there is ‘no body without mind, no individuality without connection, no connection without another dividuated life with its own concomitant reality, no affect without expression, will as appetite beyond consciousness and, perhaps most importantly, no thought or theory without materiality’ (MacCormack, 2012, p.

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Posthuman Research Practices in Education by Carol Taylor, Christina Hughes


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