Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6541
Title: Learning in the More Than Human World: A Conceptual Analysis of Posthuman Pedagogy
Authors: Yan, Lili
Litts, Breanne K.
Na, Chungsoo
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Yan, L., Litts, B. K., & Na, C. (2020). Learning in the More Than Human World: A Conceptual Analysis of Posthuman Pedagogy. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2313-2316). Nashville, Tennessee: International Society of the Learning Sciences.
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.
URI: https://doi.dx.org/10.22318/icls2020.2313
https://repository.isls.org//handle/1/6541
Appears in Collections:ICLS 2020

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