Helena Pedersen
Dados Biográficos
| ID | 3701537 |
|---|---|
| NOME | Helena Pedersen |
| PRENOMES | Helena |
| SOBRENOME | Pedersen |
| ASSINATURA | PEDERSEN H |
| AFILIAÇÕES | University of Gothenburg |
| ORCID | 0000-0002-4693-3258 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAÇÕES | 80 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2009 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 6 |
Animal Teachers
Animals as “teachers” of human children and adults is a recurring theme in children's literature, in anthropological accounts of “feral children,” as well as in contemporary practices of animal‐assisted pedagogy, philosophical research, wildlife documentaries, and popular culture. Assigning animals the role as our teachers, with an assumed expectation on them to engage in intersubjective pedagogical relations with humans, contrasts with the explo…
Post-anthropocentric pedagogies
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 …
Unmaking
This vignette considers the animal body and pain in settings of animal production, experimentation, slaughter and captivity
Organizing a Real that Is Yet to Come
The aim of this chapter is to introduce education as a key area of critical inquiry in animal organization studies by analyzing its embeddedness in the animal-industrial complex (A-IC) (Noske, 1997). The concept of the A-IC has been defined and its analytic force examined in a few influential texts (Noske, 1997; Twine, 2012), but the role and function of educational institutions in the A-IC is largely unexplored (Pedersen, 2019). The first part o…
Anatomies of desire
In line with Andrew Culp’s work Dark Deleuze (2016) and in opposition to the tendency in some education studies communities to selectively engage affirmative and vitalist dimensions of Deleuze’s work, this article engages the radical critical theory foundation of Anti-Oedipus (1972/2009) by exploring anatomies of desire at work around students and animals in educational practice. Desiring-machines, with their capacity to produce repression as muc…
Education for sustainable development in the ‘Capitalocene’
When the thought of this Special Issue began to take shape 3 years ago, we had no clear idea of how it would develop. We wanted to address what we saw as the inability, or even impossibility, of ou
Education, anthropocentrism, and interspecies sustainability
Deborah Britzman’s remarkable question, ‘What holds education back?’, appears more urgent than ever in a world of accelerating environmental crises, climate change, and what has been described as omnicide – the annihilation of everything. What, then, holds education back from initiating radical change under these urgent conditions? This paper introduces the notion of ‘institutional anxiety’ as a consolidating force and explores how it may conditi…
Educational epistemologies and methods in a more-than-human world
This Special Issue asks what can be done in terrains of education and educational research beyond the fantasy of human control. This question presents a repertoire of complex issues. Many of us, ourselves as guest editors included, will not quite know how to let go of our familiar ‘humanist’ concepts, approaches, ontologies, and thoughts, most of which carry the epistemological promise that the world is accessible for us as researchers and possib…
Follow the Judas sheep
What becomes of education when performed in a slaughterhouse? Drawing on Raunig’s Marxian–Deleuzian treatise on the machine, the article configures the veterinary education curriculum and the animal production system as two symbiotic apparatuses connected by innumerable flows, routes, movements, rhythms, and passages. Using critical posthumanist analyses to work through empirical material from zooethnographic fieldwork in veterinary education, th…
Parasitic pedagogies and materialities of affect in veterinary education
Education, animals, and the commodity form
What would biocommodities say if they could teach? This article investigates what kind of work education performs in biocommoditization processes. It makes two contributions to scholarship on commoditization. First, it integrates education \ninto Marx’s formula for the circulation of capital through the commodity form. Second, it provides a case study of veterinary education to develop Helmreich’s ‘unfinished worksheet’ of biocommoditization, tha…
Critical Carnist Studies
Critical Carnist Studies. Review of Melanie Joy, Why We Love Dogs, Eat Pigs, and Wear Cows: An Introduction to Carnism. San Francisco: Conari Press, 2010. 205 pp
Undercover Education
Release the Moths
Posthumanism and critical animal studies are grounded in different theoretical frameworks and have different orientations and agendas. The present essay works through some dimensions of posthumanist thought together with critical animal studies by exploring ‘the edges’ in certain points of contact between the fields and their material and metaphorical problems and possibilities. My main objective is to begin to develop some of the most productive…
Is 'the posthuman' educable? On the convergence of educational philosophy, animal studies, and posthumanist theory
Formal education in Western society is firmly rooted in humanist ideals. ‘Becoming human’ by cultivating certain cognitive, social, and moral abilities has even symbolised the idea of education as such in Enlightenment philosophical traditions. These ideas are increasingly coming under scrutiny by posthumanist theorists, who are addressing fundamental ontological and epistemological questions about defining an essential ‘human nature’, as well as…
Referees
Release the Moths
Posthumanism and critical animal studies are grounded in different theoretical frameworks and have different orientations and agendas. The present essay works through some dimensions of posthumanist thought together with critical animal studies by exploring ‘the edges’ in certain points of contact between the fields and their material and metaphorical problems and possibilities. My main objective is to begin to develop some of the most productive…
Follow the Judas sheep
What becomes of education when performed in a slaughterhouse? Drawing on Raunig’s Marxian–Deleuzian treatise on the machine, the article configures the veterinary education curriculum and the animal production system as two symbiotic apparatuses connected by innumerable flows, routes, movements, rhythms, and passages. Using critical posthumanist analyses to work through empirical material from zooethnographic fieldwork in veterinary education, th…
Is 'the posthuman' educable? On the convergence of educational philosophy, animal studies, and posthumanist theory
Formal education in Western society is firmly rooted in humanist ideals. ‘Becoming human’ by cultivating certain cognitive, social, and moral abilities has even symbolised the idea of education as such in Enlightenment philosophical traditions. These ideas are increasingly coming under scrutiny by posthumanist theorists, who are addressing fundamental ontological and epistemological questions about defining an essential ‘human nature’, as well as…
Educational epistemologies and methods in a more-than-human world
This Special Issue asks what can be done in terrains of education and educational research beyond the fantasy of human control. This question presents a repertoire of complex issues. Many of us, ourselves as guest editors included, will not quite know how to let go of our familiar ‘humanist’ concepts, approaches, ontologies, and thoughts, most of which carry the epistemological promise that the world is accessible for us as researchers and possib…
Education, anthropocentrism, and interspecies sustainability
Deborah Britzman’s remarkable question, ‘What holds education back?’, appears more urgent than ever in a world of accelerating environmental crises, climate change, and what has been described as omnicide – the annihilation of everything. What, then, holds education back from initiating radical change under these urgent conditions? This paper introduces the notion of ‘institutional anxiety’ as a consolidating force and explores how it may conditi…
Parasitic pedagogies and materialities of affect in veterinary education
Education for sustainable development in the ‘Capitalocene’
When the thought of this Special Issue began to take shape 3 years ago, we had no clear idea of how it would develop. We wanted to address what we saw as the inability, or even impossibility, of ou
Education, animals, and the commodity form
What would biocommodities say if they could teach? This article investigates what kind of work education performs in biocommoditization processes. It makes two contributions to scholarship on commoditization. First, it integrates education \ninto Marx’s formula for the circulation of capital through the commodity form. Second, it provides a case study of veterinary education to develop Helmreich’s ‘unfinished worksheet’ of biocommoditization, tha…
Critical Carnist Studies
Critical Carnist Studies. Review of Melanie Joy, Why We Love Dogs, Eat Pigs, and Wear Cows: An Introduction to Carnism. San Francisco: Conari Press, 2010. 205 pp
Referees
Is 'the posthuman' educable? On the convergence of educational philosophy, animal studies, and posthumanist theory
Formal education in Western society is firmly rooted in humanist ideals. ‘Becoming human’ by cultivating certain cognitive, social, and moral abilities has even symbolised the idea of education as such in Enlightenment philosophical traditions. These ideas are increasingly coming under scrutiny by posthumanist theorists, who are addressing fundamental ontological and epistemological questions about defining an essential ‘human nature’, as well as…
Release the Moths
Posthumanism and critical animal studies are grounded in different theoretical frameworks and have different orientations and agendas. The present essay works through some dimensions of posthumanist thought together with critical animal studies by exploring ‘the edges’ in certain points of contact between the fields and their material and metaphorical problems and possibilities. My main objective is to begin to develop some of the most productive…
Education, animals, and the commodity form
What would biocommodities say if they could teach? This article investigates what kind of work education performs in biocommoditization processes. It makes two contributions to scholarship on commoditization. First, it integrates education \ninto Marx’s formula for the circulation of capital through the commodity form. Second, it provides a case study of veterinary education to develop Helmreich’s ‘unfinished worksheet’ of biocommoditization, tha…
Critical Carnist Studies
Critical Carnist Studies. Review of Melanie Joy, Why We Love Dogs, Eat Pigs, and Wear Cows: An Introduction to Carnism. San Francisco: Conari Press, 2010. 205 pp
Undercover Education
Follow the Judas sheep
What becomes of education when performed in a slaughterhouse? Drawing on Raunig’s Marxian–Deleuzian treatise on the machine, the article configures the veterinary education curriculum and the animal production system as two symbiotic apparatuses connected by innumerable flows, routes, movements, rhythms, and passages. Using critical posthumanist analyses to work through empirical material from zooethnographic fieldwork in veterinary education, th…
Parasitic pedagogies and materialities of affect in veterinary education
Educational epistemologies and methods in a more-than-human world
This Special Issue asks what can be done in terrains of education and educational research beyond the fantasy of human control. This question presents a repertoire of complex issues. Many of us, ourselves as guest editors included, will not quite know how to let go of our familiar ‘humanist’ concepts, approaches, ontologies, and thoughts, most of which carry the epistemological promise that the world is accessible for us as researchers and possib…
Education for sustainable development in the ‘Capitalocene’
When the thought of this Special Issue began to take shape 3 years ago, we had no clear idea of how it would develop. We wanted to address what we saw as the inability, or even impossibility, of ou
Education, anthropocentrism, and interspecies sustainability
Deborah Britzman’s remarkable question, ‘What holds education back?’, appears more urgent than ever in a world of accelerating environmental crises, climate change, and what has been described as omnicide – the annihilation of everything. What, then, holds education back from initiating radical change under these urgent conditions? This paper introduces the notion of ‘institutional anxiety’ as a consolidating force and explores how it may conditi…
Organizing a Real that Is Yet to Come
The aim of this chapter is to introduce education as a key area of critical inquiry in animal organization studies by analyzing its embeddedness in the animal-industrial complex (A-IC) (Noske, 1997). The concept of the A-IC has been defined and its analytic force examined in a few influential texts (Noske, 1997; Twine, 2012), but the role and function of educational institutions in the A-IC is largely unexplored (Pedersen, 2019). The first part o…
Anatomies of desire
In line with Andrew Culp’s work Dark Deleuze (2016) and in opposition to the tendency in some education studies communities to selectively engage affirmative and vitalist dimensions of Deleuze’s work, this article engages the radical critical theory foundation of Anti-Oedipus (1972/2009) by exploring anatomies of desire at work around students and animals in educational practice. Desiring-machines, with their capacity to produce repression as muc…
Post-anthropocentric pedagogies
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 …
Unmaking
This vignette considers the animal body and pain in settings of animal production, experimentation, slaughter and captivity
Animal Teachers
Animals as “teachers” of human children and adults is a recurring theme in children's literature, in anthropological accounts of “feral children,” as well as in contemporary practices of animal‐assisted pedagogy, philosophical research, wildlife documentaries, and popular culture. Assigning animals the role as our teachers, with an assumed expectation on them to engage in intersubjective pedagogical relations with humans, contrasts with the explo…
Sociology (13 obras) · Political science (11 obras) · Philosophy (10 obras) · Philosophy (10 obras) · Epistemology (8 obras) · Law (7 obras) · Posthumanist Ethics and Activism (7 obras) · Environmental ethics (6 obras) · Geographies of human-animal interactions (6 obras) · Higher education (6 obras)