Pub Date : 2022-05-03DOI: 10.1080/01596306.2022.2071841
Anna Hogan, A. Williamson
ABSTRACT Global narratives of educational philanthropy tend to emphasise the significant influence donors have in shaping public school policy and practice. In Australia, however, tax laws work to narrow the possibilities for philanthropy to exert influence over public schooling. Indeed, public schools (unlike private schools and Higher Education institutions) are unable to receive ‘direct’ philanthropic income, yet they can benefit from philanthropically supported programmes and services. Delving into this complex regulatory environment, this paper maps the types of philanthropic actors – including foundations, charities, intermediaries, not-for-profits, churches and Parent and Citizen associations – that are working with/in Australian public schools, and questions their potential to influence school policy and practice. We cautiously argue that edu-philanthropy in the Australian context is not a picture of policy distortion, but one that is responding to the current policy context of economic rationalism and the rollback of the welfare state, to support and enrich public schooling.
{"title":"Mapping categories of philanthropy in Australian public schooling","authors":"Anna Hogan, A. Williamson","doi":"10.1080/01596306.2022.2071841","DOIUrl":"https://doi.org/10.1080/01596306.2022.2071841","url":null,"abstract":"ABSTRACT Global narratives of educational philanthropy tend to emphasise the significant influence donors have in shaping public school policy and practice. In Australia, however, tax laws work to narrow the possibilities for philanthropy to exert influence over public schooling. Indeed, public schools (unlike private schools and Higher Education institutions) are unable to receive ‘direct’ philanthropic income, yet they can benefit from philanthropically supported programmes and services. Delving into this complex regulatory environment, this paper maps the types of philanthropic actors – including foundations, charities, intermediaries, not-for-profits, churches and Parent and Citizen associations – that are working with/in Australian public schools, and questions their potential to influence school policy and practice. We cautiously argue that edu-philanthropy in the Australian context is not a picture of policy distortion, but one that is responding to the current policy context of economic rationalism and the rollback of the welfare state, to support and enrich public schooling.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"44 1","pages":"651 - 666"},"PeriodicalIF":1.7,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44242987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-12DOI: 10.1080/01596306.2022.2062834
A. Hickey-Moody, C. Horn
ABSTRACT Engagement with family stories, religious and community practices can change a teacher’s conception of thought. We propose teaching as thinking-with the world and teaching as thinking-with others. These terms draw on the philosophy of new materialist thinkers in expressing the ontological impacts of context and materiality. We explore the relationship between teaching and thinking as a distributed and engaged practice by investigating family stories as an avenue for teachers to pedagogically engage with student’s lived experiences. We work with students as valued contributors to the learning environment, irrespective of academic achievements. We argue that engaging with family and faith stories as constitutional of thinking about, and doing, pedagogy can challenge the persistent racism. We are interested in experiential ways of knowing and modes of paying attention to the social and emotional learning that takes place as part of a pedagogic culture of care.
{"title":"Family stories as resources for a decolonial culturally responsive pedagogy","authors":"A. Hickey-Moody, C. Horn","doi":"10.1080/01596306.2022.2062834","DOIUrl":"https://doi.org/10.1080/01596306.2022.2062834","url":null,"abstract":"ABSTRACT Engagement with family stories, religious and community practices can change a teacher’s conception of thought. We propose teaching as thinking-with the world and teaching as thinking-with others. These terms draw on the philosophy of new materialist thinkers in expressing the ontological impacts of context and materiality. We explore the relationship between teaching and thinking as a distributed and engaged practice by investigating family stories as an avenue for teachers to pedagogically engage with student’s lived experiences. We work with students as valued contributors to the learning environment, irrespective of academic achievements. We argue that engaging with family and faith stories as constitutional of thinking about, and doing, pedagogy can challenge the persistent racism. We are interested in experiential ways of knowing and modes of paying attention to the social and emotional learning that takes place as part of a pedagogic culture of care.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"43 1","pages":"804 - 820"},"PeriodicalIF":1.7,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43400301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-10DOI: 10.1080/01596306.2022.2060939
Ryan Ziols, Abhinav Ghosh
ABSTRACT By tracing roughly 200 years of the formation of American school subjects, this paper complicates some of the self-evidence for calls to adapt school subjects according to complex health concerns, more recently amplified by COVID-19. To do so, the paper diagrams a counter-memory of three key amalgams of health related to the makings of school mathematics and reading-as-literacy: balancing mind–body-spirit-matter-nation networks, scientizing a hygiene of instruction for ‘ethnic’ minds, and reconfiguring bio-psycho-social adjustment – all pursued as problems of duration, intensity, and distance from differently dynamic and/or racializing norms. Throughout, we draw attention to how both universalizing and ethno-specific orthodoxies and their proposed alternatives have produced school subjects as self-evident strategic sites for addressing health concerns that invite underappreciated dangers today.
{"title":"Health, hygiene, and the formation of school subjects","authors":"Ryan Ziols, Abhinav Ghosh","doi":"10.1080/01596306.2022.2060939","DOIUrl":"https://doi.org/10.1080/01596306.2022.2060939","url":null,"abstract":"ABSTRACT By tracing roughly 200 years of the formation of American school subjects, this paper complicates some of the self-evidence for calls to adapt school subjects according to complex health concerns, more recently amplified by COVID-19. To do so, the paper diagrams a counter-memory of three key amalgams of health related to the makings of school mathematics and reading-as-literacy: balancing mind–body-spirit-matter-nation networks, scientizing a hygiene of instruction for ‘ethnic’ minds, and reconfiguring bio-psycho-social adjustment – all pursued as problems of duration, intensity, and distance from differently dynamic and/or racializing norms. Throughout, we draw attention to how both universalizing and ethno-specific orthodoxies and their proposed alternatives have produced school subjects as self-evident strategic sites for addressing health concerns that invite underappreciated dangers today.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"44 1","pages":"595 - 606"},"PeriodicalIF":1.7,"publicationDate":"2022-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46878411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-12DOI: 10.1080/01596306.2022.2050677
Ryan P. Deuel
ABSTRACT Various critical approaches tend to view international student mobility within economic and political frameworks, while governmentality studies focuses on the governing practices that shape individual conduct and govern populations. Yet, these approaches often overlook another crucial element, the ethical relationship individuals have to themselves. Considering the relationship international students have to truth, power, and subjugating techniques of the self acknowledges both the coercive and the constitutive elements of international education and student mobility. It allows for new understandings of identity-making and self-formation during students’ international experiences. This conceptual paper proposes the development of an analytical framework based on Foucauldian ethics for (re)conceptualizing international students as active agents in the construction of their own identity rather than caught up in their own subjugation. This novel approach suggests a move toward ethical internationalization practices, which emphasize reflexive self-formation and the exercise of democratic practices over division, control, and competition.
{"title":"International education as an ethical practice: cultivating a care of the self","authors":"Ryan P. Deuel","doi":"10.1080/01596306.2022.2050677","DOIUrl":"https://doi.org/10.1080/01596306.2022.2050677","url":null,"abstract":"ABSTRACT Various critical approaches tend to view international student mobility within economic and political frameworks, while governmentality studies focuses on the governing practices that shape individual conduct and govern populations. Yet, these approaches often overlook another crucial element, the ethical relationship individuals have to themselves. Considering the relationship international students have to truth, power, and subjugating techniques of the self acknowledges both the coercive and the constitutive elements of international education and student mobility. It allows for new understandings of identity-making and self-formation during students’ international experiences. This conceptual paper proposes the development of an analytical framework based on Foucauldian ethics for (re)conceptualizing international students as active agents in the construction of their own identity rather than caught up in their own subjugation. This novel approach suggests a move toward ethical internationalization practices, which emphasize reflexive self-formation and the exercise of democratic practices over division, control, and competition.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"44 1","pages":"579 - 594"},"PeriodicalIF":1.7,"publicationDate":"2022-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46475184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-07DOI: 10.1080/01596306.2022.2046548
Kun Dai, I. Hardy
Abstract Drawing upon notions of a global higher education policy field and recently theorised conceptions of ‘global-local’ imbrications in social space, this article explores the complex tensions that characterise the enactment of internationalisation policies in Chinese higher education (HE) and their contrasting effects upon domestic and international students. Ten domestic Chinese and ten international students attending an elite university in China were interviewed. The article reveals that although the Chinese government and universities ostensibly sought to introduce internationalisation policies that ‘managed’ domestic and international students ‘similarly’, comparisons of domestic and international students’ experiences revealed different ways of recruiting, educating, and hosting domestic and international students; these left the former feeling the system was inequitable and encouraged lower standards, and the latter feeling the system was opaque and difficult to navigate. The study cautions that the political imperative to increase the number of international students as a measure of internationalisation adversely influences efforts to develop sustainable international HE in China, even as the limitations of this approach are increasingly recognised.
{"title":"Equity and opacity in enacting Chinese higher education policy: contrasting perspectives of domestic and international students","authors":"Kun Dai, I. Hardy","doi":"10.1080/01596306.2022.2046548","DOIUrl":"https://doi.org/10.1080/01596306.2022.2046548","url":null,"abstract":"Abstract\u0000 Drawing upon notions of a global higher education policy field and recently theorised conceptions of ‘global-local’ imbrications in social space, this article explores the complex tensions that characterise the enactment of internationalisation policies in Chinese higher education (HE) and their contrasting effects upon domestic and international students. Ten domestic Chinese and ten international students attending an elite university in China were interviewed. The article reveals that although the Chinese government and universities ostensibly sought to introduce internationalisation policies that ‘managed’ domestic and international students ‘similarly’, comparisons of domestic and international students’ experiences revealed different ways of recruiting, educating, and hosting domestic and international students; these left the former feeling the system was inequitable and encouraged lower standards, and the latter feeling the system was opaque and difficult to navigate. The study cautions that the political imperative to increase the number of international students as a measure of internationalisation adversely influences efforts to develop sustainable international HE in China, even as the limitations of this approach are increasingly recognised.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"44 1","pages":"562 - 578"},"PeriodicalIF":1.7,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43008024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-03DOI: 10.1080/01596306.2022.2045072
A. O’Donnell
ABSTRACT One of the challenges contemporary societies faces is resistance to sharing the world. Investments in ‘extremist’ or ‘identitarian’ identity positions that desire purity and are intolerant of pluralism and difference undermine education. I explain why it is important to explore ‘how ideas feel’, understanding the affective investments in these positions and imaginaries, and the fear of loss of identity that can drive such closed positions. In the second part, I turn to the writings of Édouard Glissant in order to deepen this analysis, paying particular attention to unpacking the desire for purity and the fear of métissage or mixing that are commonplace in racism, xenophobia, and ultra-nationalism. Glissant offers another way of understanding identity-in-relation whereby sharing the world does not mean losing oneself. Finally, I draw on his poetic language of archipelagic pedagogies to suggest some ways in which education can invite students to deepen a sense of world-oriented particularity.
{"title":"Sharing the world without losing oneself: education in a pluralistic universe","authors":"A. O’Donnell","doi":"10.1080/01596306.2022.2045072","DOIUrl":"https://doi.org/10.1080/01596306.2022.2045072","url":null,"abstract":"ABSTRACT One of the challenges contemporary societies faces is resistance to sharing the world. Investments in ‘extremist’ or ‘identitarian’ identity positions that desire purity and are intolerant of pluralism and difference undermine education. I explain why it is important to explore ‘how ideas feel’, understanding the affective investments in these positions and imaginaries, and the fear of loss of identity that can drive such closed positions. In the second part, I turn to the writings of Édouard Glissant in order to deepen this analysis, paying particular attention to unpacking the desire for purity and the fear of métissage or mixing that are commonplace in racism, xenophobia, and ultra-nationalism. Glissant offers another way of understanding identity-in-relation whereby sharing the world does not mean losing oneself. Finally, I draw on his poetic language of archipelagic pedagogies to suggest some ways in which education can invite students to deepen a sense of world-oriented particularity.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"43 1","pages":"666 - 685"},"PeriodicalIF":1.7,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48033198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-02DOI: 10.1080/01596306.2022.2043830
Bronwen Low, F. Farmer, J. Levitan, Lynn Butler Kisber, Aron Rosenberg, Ellen Maccannell, Vanessa Gold, L. Starr
ABSTRACT This paper discusses the discourses surrounding an ambitious high-school transformation project in a large Canadian city that sought to reimagine education for 21st century learning. It was grounded in a broad review of the latest educational research. While an initial eight schools signed on, by the end of the second year all had left the project. Drawing upon Gee's ([2005]. An introduction to discourse analysis: Theory and method. New York, NY: Routledge; [2014]. How to do discourse analysis: A toolkit. New York, NY: Routledge) tools for analyzing ‘Knowledge Building’ discourses, we explore how the project's communications produced tensions and contradictions, which reflect similar ones within the global research discourses on educational change. Key elements include strong branding, inconsistent messaging over objectives and ownership, centralized control and external sources of authority, a ‘start fresh’ ethos, and unfamiliar educational values from systems and design thinking. Ultimately, neoliberal assumptions about the means and ends of schooling embedded in the 21st century change discourses undermined the collaborative and teacher driven stated aims of the project.
{"title":"Exploring the limits of 21st century educational change discourses","authors":"Bronwen Low, F. Farmer, J. Levitan, Lynn Butler Kisber, Aron Rosenberg, Ellen Maccannell, Vanessa Gold, L. Starr","doi":"10.1080/01596306.2022.2043830","DOIUrl":"https://doi.org/10.1080/01596306.2022.2043830","url":null,"abstract":"ABSTRACT This paper discusses the discourses surrounding an ambitious high-school transformation project in a large Canadian city that sought to reimagine education for 21st century learning. It was grounded in a broad review of the latest educational research. While an initial eight schools signed on, by the end of the second year all had left the project. Drawing upon Gee's ([2005]. An introduction to discourse analysis: Theory and method. New York, NY: Routledge; [2014]. How to do discourse analysis: A toolkit. New York, NY: Routledge) tools for analyzing ‘Knowledge Building’ discourses, we explore how the project's communications produced tensions and contradictions, which reflect similar ones within the global research discourses on educational change. Key elements include strong branding, inconsistent messaging over objectives and ownership, centralized control and external sources of authority, a ‘start fresh’ ethos, and unfamiliar educational values from systems and design thinking. Ultimately, neoliberal assumptions about the means and ends of schooling embedded in the 21st century change discourses undermined the collaborative and teacher driven stated aims of the project.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"44 1","pages":"535 - 547"},"PeriodicalIF":1.7,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48719781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-22DOI: 10.1080/01596306.2022.2041327
Weili Zhao, T. Popkewitz
When we proposed to do this special issue for Discourse almost three years ago, our intention was to historicize the happenings of epistemic colonialism in transnational/cultural knowledge translation and transfer. During the working process, we found that the seven pieces pushed us further with nuances that form along three lines. First, the notion of colonialism needs to be differentiated from coloniality. As proposed by Quijano (2000) and reiterated through Andreotti (2021),
{"title":"Introduction: critiquing the onto-epistemic coloniality of modernity in/beyond education","authors":"Weili Zhao, T. Popkewitz","doi":"10.1080/01596306.2022.2041327","DOIUrl":"https://doi.org/10.1080/01596306.2022.2041327","url":null,"abstract":"When we proposed to do this special issue for Discourse almost three years ago, our intention was to historicize the happenings of epistemic colonialism in transnational/cultural knowledge translation and transfer. During the working process, we found that the seven pieces pushed us further with nuances that form along three lines. First, the notion of colonialism needs to be differentiated from coloniality. As proposed by Quijano (2000) and reiterated through Andreotti (2021),","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"43 1","pages":"335 - 346"},"PeriodicalIF":1.7,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47784828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-17DOI: 10.1080/01596306.2022.2026014
Simone Galea
ABSTRACT This paper discusses the relation between the poetic and teaching. Drawing on Heidegger’s question of Being and his turn to poetry as the site through which Being is brought forth through an interplay between revealing and concealing, I address the intricacies of poetic thinking in teaching. I argue that thinking ‘about’ teaching needs to go beyond the calculative frames of reflection, prevalent in practices of teaching today. I refer to three poems to explain the deeper modes of thinking that emerge from poetry and how these can inform teaching in a manner that releases students’ openness to learn and teachers’ meditation on what confers their being in teaching. I conceive teachers’ work as poesis, pointing to their responsibility to attend to the call of thinking as beings who ‘occasion’ relations with/in the world in the advents of being and becoming.
{"title":"Poetic thinking and teaching","authors":"Simone Galea","doi":"10.1080/01596306.2022.2026014","DOIUrl":"https://doi.org/10.1080/01596306.2022.2026014","url":null,"abstract":"ABSTRACT This paper discusses the relation between the poetic and teaching. Drawing on Heidegger’s question of Being and his turn to poetry as the site through which Being is brought forth through an interplay between revealing and concealing, I address the intricacies of poetic thinking in teaching. I argue that thinking ‘about’ teaching needs to go beyond the calculative frames of reflection, prevalent in practices of teaching today. I refer to three poems to explain the deeper modes of thinking that emerge from poetry and how these can inform teaching in a manner that releases students’ openness to learn and teachers’ meditation on what confers their being in teaching. I conceive teachers’ work as poesis, pointing to their responsibility to attend to the call of thinking as beings who ‘occasion’ relations with/in the world in the advents of being and becoming.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"43 1","pages":"723 - 736"},"PeriodicalIF":1.7,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47538389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-12DOI: 10.1080/01596306.2022.2033534
Anna Kouppanou
ABSTRACT Pedagogical approaches emanating from posthumanist and neomaterialist theoretical frameworks can potentially redefine what learning and teaching are. In this paper, I argue, however, that these discussions are marked by a distinct absence, having to do with the role of teachers and the nature of teaching itself. Attempting to make up for this lack, I discuss here posthumanism’s and neomaterialism’s critique of humanism – indeed, in connection to certain reconfigurations of agency as relationality existing between human and non-human species and of learning as encounter between species. I then deliberate on an alternative kind of agency that reconfigures existence, as posthumanism and neomaterialsm do, but also salvages some useful aspects of human agency, which are necessary for discussing teaching and learning. In this way, I am finally able to describe a type of neohumanism illuminated by the state of being a child (childness) and by a certain reconceptualization of teaching and learning.
{"title":"The posthumanist challenge to teaching or teaching’s challenge to posthumanism: a neohumanist proposal of nearness in education","authors":"Anna Kouppanou","doi":"10.1080/01596306.2022.2033534","DOIUrl":"https://doi.org/10.1080/01596306.2022.2033534","url":null,"abstract":"ABSTRACT Pedagogical approaches emanating from posthumanist and neomaterialist theoretical frameworks can potentially redefine what learning and teaching are. In this paper, I argue, however, that these discussions are marked by a distinct absence, having to do with the role of teachers and the nature of teaching itself. Attempting to make up for this lack, I discuss here posthumanism’s and neomaterialism’s critique of humanism – indeed, in connection to certain reconfigurations of agency as relationality existing between human and non-human species and of learning as encounter between species. I then deliberate on an alternative kind of agency that reconfigures existence, as posthumanism and neomaterialsm do, but also salvages some useful aspects of human agency, which are necessary for discussing teaching and learning. In this way, I am finally able to describe a type of neohumanism illuminated by the state of being a child (childness) and by a certain reconceptualization of teaching and learning.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"43 1","pages":"766 - 784"},"PeriodicalIF":1.7,"publicationDate":"2022-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42763178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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