Citizenship and the posthuman have not been often theorized together. In this paper, I want to think about their coalition both as a new episode in the efforts of politics for citizenship, including ...knowledge politics, and as a source of rebalancing power against governmental and corporate interests in citizenship politics. Here, I seek to address two questions: (1) What is posthuman citizenship? (2) What does posthuman citizenship bring to analysis of intersectional, complex, and multi-layered struggles of citizenship? Section I of the article addresses possible conceptual connections between citizenship and posthumanism at the posthuman political system level. Section II concentrates on a posthuman genealogy of citizenship to show why posthuman citizenship is a much-needed ontopolitical praxis. Section III details the main principles of posthuman citizenship with respect to mediation of rights, political agency, and political responsibility. The paper contributes to the understanding of politics of/for citizenship with two concepts: augmented political responsibility and posthuman deeds.
What are the parameters that define a posthuman knowing subject, her scientific credibility and ethical accountability? Taking the posthumanities as an emergent field of enquiry based on the ...convergence of posthumanism and post-anthropocentrism, I argue that posthuman knowledge claims go beyond the critiques of the universalist image of ‘Man’ and of human exceptionalism. The conceptual foundation I envisage for the critical posthumanities is a neo-Spinozist monistic ontology that assumes radical immanence, i.e. the primacy of intelligent and self-organizing matter. This implies that the posthuman knowing subject has to be understood as a relational embodied and embedded, affective and accountable entity and not only as a transcendental consciousness. Two related notions emerge from this claim: firstly, the mind-body continuum – i.e. the embrainment of the body and embodiment of the mind – and secondly, the nature-culture continuum – i.e. ‘naturecultural’ and ‘humanimal’ transversal bonding. The article explores these key conceptual and methodological perspectives and discusses the implications of the critical posthumanities for practices in the contemporary ‘research’ university.
"This imaginative and empowering book explores the ways that our emotions entangle us with climate change and offers strategies for engaging with climate anxiety that can contribute to social ...transformation. Climate educator Blanche Verlie draws on feminist, more-than-human and affect theories to argue that people in high-carbon societies need to learn to ‘live-with’ climate change: to appreciate that human lives are interconnected with the climate, and to cultivate the emotional capacities needed to respond to the climate crisis. Learning to Live with Climate Change explores the cultural, interpersonal and sociological dimensions of ecological distress. The book engages with Australia’s 2019/2020 ‘Black Summer’ of bushfires and smoke, undergraduate students’ experiences of climate change, and contemporary activist movements such as the youth strikes for climate. Verlie outlines how we can collectively attune to, live with, and respond to the unsettling realities of climate collapse while counteracting domineering ideals of ‘climate control.’ This impressive and timely work is both deeply philosophical and immediately practical. Its accessible style and real-world relevance ensure it will be valued by those researching, studying and working in diverse fields such as sustainability education, climate communication, human geography, cultural studies, environmental sociology and eco-psychology, as well as the broader public."
The study aims to explore the infusion of Environmental Accounting, or Green Accounting or Sustainability Accounting, into Posthuman Accounting Learning Environments (PALE) that promote deep ...learning. Posthuman Accounting Learning Environments (PALE) refer to the teaching and learning of Accounting that recognises the contributions of both the human and non-human aspects in the processes of acquiring and disseminating Accounting knowledge; seemingly, such knowledge leads to the derivation of the final products such as the financial statements. The latter, in turn, constitute the final product of the Accounting processes, affecting Accounting information used by shareholders, managers, prospective investors, lending institutions, government, employees, regulatory agencies, and researchers, who attempt to make relevant decisions that impact the circular flow of resources in a country. To date, Environmental Accounting is neglected in all these. Thus, PALE’s significant impact on the social, economic, and environmental conditions is not appreciated or taught in our institutions. This paper demonstrates an urgent need to explore ecological knowledge and its contribution to the teaching and learning of Accounting, leading to the conclusion that the sustainability infused Accounting curriculum embodies the totality of all the teaching and learning experiences aimed at understanding, for example, the issues of cybersecurity, diversified Accounting skills, advanced marketing strategies and the knowledge to align Accounting with globalisation processes, which are the subject matter of the PALE, including the sustainability content, principles, pedagogic approaches, implicit and explicit norms, and values inherent in the sustainability learning and teaching process.
In this article, we address the need for a posthuman account of the relationship between the avatar and player. We draw on a particular line of posthumanist theory associated closely with the work of ...Karen Barad, Rosi Braidotti and N. Katherine Hayles that suggests a constantly permeable, fluid and extended subjectivity, displacing the boundaries between human and other. In doing so, we propose a posthuman concept of empathy in gameplay, and we apply this concept to data from the first author’s 18-month ethnographic field notes of gameplay in the MMORPG World of Warcraft. Exploring these data through our analysis of posthuman empathy, we demonstrate the entanglement of avatar–player, machine–human relationship. We show how empathy allows us to understand this relationship as constantly negotiated and in process, producing visceral reactions in the intra-connected avatar–player subject as well as moments of co-produced in-game action that require ‘affective matching’ between subjective and embodied experiences. We argue that this account of the avatar–player relationship extends research in game culture, providing a horizontal, non-hierarchical discussion of its most necessary interaction.
This paper rethinks the concept of voice in ways that resist normative humanist assumptions and explores the possibilities of an alternative posthuman ontologics of voice for qualitative praxis. I ...sketch the contours of a feminist posthuman phenomenology of voice in which the embodied, material, relational, and transcorporeal qualities of breathy bodies are foregrounded. Thinking with the figurations of ‘breathy embodiment’ and ‘diffractive voices’, I introduce posthuman voice analytics as a form of qualitative praxis. Five central aspects of posthuman voice analytics are outlined, namely: multivocality, process, interruption, dialogicality and the situated politics of listening.
In a 1955 lecture the physicist Richard Feynman reflected on the place of doubt within scientific practice. ‘Permit us to question, to doubt, to not be sure’, proposed Feynman, ‘it is possible to ...live and not to know’. In our contemporary world, the science of machine learning algorithms appears to transform the relations between science, knowledge and doubt, to make even the most doubtful event amenable to action. What might it mean to ‘leave room for doubt’ or ‘to live and not to know’ in our contemporary culture, where the algorithm plays a major role in the calculability of doubts? I propose a posthuman mode of doubt that decentres the liberal humanist subject. In the science of machine learning algorithms the doubts of human and technological beings nonetheless dwell together, opening onto a future that is never fully reduced to the single output signal, to the optimised target.
This editorial is a culmination of various research on the area of posthuman theorization as applied to the field of education. It also focused on the need for borderless curriculum to circumvent ...global challenges such as genocide, terrorism among other things. It details the rationale of adopting a post human and borderless curriculum to respond to the ambivalence brought by the corona virus. The special issue gives alternatives which emerged during the pandemic and arms educators and learners with new models of learning that will ensure education system is not disrupted on the even another pandemic emerges. The argument of the special issue is that within the auspices of posthuman and borderless curriculum something else, and new is possible through working and thinking together.
This paper analyzes two dystopias belonging to different worlds and eras: one from the 20th century, We, by Russian writer E. Zamjatin and the other from the 21st century, Notre vie dans les forêts, ...by the French M. Darrieussecq. This literary journey of a century allows us to focus on themes dear to the dystopian genre but especially related to the lives of today’s readers, in the spirit of engaged literature. In particular, readers will be prompted to reflect, with the help of some critical insights, primarily on the disasters of the Anthropocene and on the depersonalization experienced by humans in a world that changes too quickly and in which the boundaries between human and nonhuman seem to have been obliterated. Starting from this last element, the article considers a new model of inclusion of the different, the posthuman, through the studies of Rosi Braidotti and Donna Haraway.
Unseen: A Video Essay Isom, Philippa
Video journal of education and pedagogy,
02/2024
Journal Article
Recenzirano
Abstract This essay and accompanying video explore the concept of the unseen as a posthuman position and its impact on teaching and learning. It theorises how the covid -19 pandemic and virtual ...learning environments have revealed previously unseen aspects of students’ lives, such as their working spaces and home environments. Drawing on posthuman philosophy and the rhizome metaphor to consider the complex and interconnected nature of the unseen, the essay discusses how awareness of the unseen is crucial for effective teaching. This essay also describes the development of the short film Unseen , which was inspired by my own unseen struggles whist trying to develop a presentation for the Association of Visual Pedagogies twitter conference. The film is an invitation to consider unseen aspects of your own life that may affect your learning and teaching, with an extended invitation to engage in further shared thinking via Padlet.
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