Recognizing More-Than-Human Relations in Social Justice Research: Gesturing towards Decolonial Possibilities

Autor/inn/en	Kerr, Jeannie; Andreotti, Vanessa
Titel	Recognizing More-Than-Human Relations in Social Justice Research: Gesturing towards Decolonial Possibilities
Quelle	In: Issues in Teacher Education, 27 (2018) 2, S.53-67 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3031
Schlagwörter	Social Justice; Social Science Research; Human Relations; Educational Research; Postmodernism; Teacher Education Programs; Epistemology; Critical Theory; Personal Narratives; Multicultural Education; Educational Objectives; Educational Opportunities; Educational Practices + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Social scientific research; Sozialwissenschaftliche Forschung; Zwischenmenschliche Beziehung; Bildungsforschung; Pädagogische Forschung; Postmoderne; Erkenntnistheorie; Kritische Theorie; Erlebniserzählung; Multikulturelle Erziehung; Educational objective; Bildungsziel; Erziehungsziel; Bildungsangebot; Bildungschance; Bildungspraxis
Abstract	In this article we share our study in teacher education that engages both the human and more-than-human as fundamental to matters of social justice. In the first part of the article we focus on ecocritical scholarship that raises concerns about the omission of the more-than-human in educational research and practice through Western modernist discourses. We connect these concerns to insights from decolonial scholarship that emphasize the role of colonial power in structuring the imaginative limits of Western modernity. In the second part of the article we present the context and design of a framework informed by decolonial and critical scholarship we engaged in a research project in teacher education that considers the human and more-than-human in matters of social justice. We offer this framework as an example of how different analyses can be combined to shed light on complex issues related to the normalization of colonial practices in educational research. In our conclusion, we highlight the need for research practices that gesture towards possibilities for decolonial futures, while recognizing our shared systemic complicity within enduring colonial institutionalized practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01