Challenging Anthropocentrism in Education

Posthumanist Intersectionality and Eating Animals as Gastro-Aesthetic Pedagogy

Bibliographic Data

ID20051313
AuthorsBradley Rowe (corresponding author)
Year2016
Pages31-49
Publication date2016-01-01
Peer ReviewedYes
Open AccessYes
TypeCHAPTER
VenueEducational Significance of Human and Non-Human Animal Interactions (SOURCE_BOOK)
PublisherPalgrave Macmillan US (PUBLISHER)
DOI10.1057/9781137505255_3
OpenAlexW2480337965
ISBN9781137505255
LanguageEN
Citations received8
References cited18

While numerous academic disciplines in the social sciences and humanities study human–animal interactions, education remains behind the times, so to speak. What is obvious is overt anthropocentrism—the view that human beings are the center and most important species on Earth—that accounts for why we in education remain, to a large extent, unaffected by the increasing popularity of inquiry into human–animal relationships. It is not a stretch to suggest that most educationists believe that education concerns human beings only or that the experiences of human beings are somehow unrelated to, or should take precedence over, the experiences of non-human beings. Of course, there are educational scholars who challenge anthropocentrism by incorporating non-humans into their analysis of schooling for social and ecological justice (DeLeon, 2011; Dolby, 2012; Kahn, 2008, 2011; Martin, 2011; Martusewicz, Edmundson, & Lupinacci, 2015; Pedersen, 2009; Rice, 2013; Rowe, 2009, 2011, 2012). These notable exceptions, however, remain on the periphery of critical education scholarship that aims to interrogate and change systems of oppression, privilege, and domination. This chapter argues that animal oppression is deeply intertwined with various forms of human oppression and should therefore occupy some role in critical educational theory and practice

Aesthetics · Anthropocentrism · Environmental ethics · Epistemology · Intersectionality · Non-human · Oppression · Political science · Politics · Scholarship · Sociology · Art Education and Development · Gender Studies · Geographies of human-animal interactions · Law · Philosophy · Posthumanist Ethics and Activism

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