A Feminist Posthumanist Political Ecology of Education for Theorizing Human-Animal Relations/Relationships

Autor/in	Lloro-Bidart, Teresa
Titel	A Feminist Posthumanist Political Ecology of Education for Theorizing Human-Animal Relations/Relationships
Quelle	In: Environmental Education Research, 23 (2017) 1, S.111-130 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2015.1135419
Schlagwörter	Feminism; Humanism; Environmental Education; Ecology; Animals; Ethnography; Politics of Education; Interdisciplinary Approach; Data Collection; Data Analysis; Recreational Facilities; Science Teaching Centers; Theories; Case Studies; Epistemology; Interviews; California (Long Beach) + Suchen Sie Ihr Suchwort? Feminismus; Humanismus; Umweltbildung; Umwelterziehung; Umweltpädagogik; Ökologie; Animal; Tier; Tiere; Ethnografie; Educational policy; Bildungspolitik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Data capture; Datensammlung; Auswertung; Freizeiteinrichtung; Theory; Theorie; Case study; Fallstudie; Case Study; Erkenntnistheorie; Interviewing; Interviewtechnik
Abstract	This paper contributes to a nascent conversation in environmental education (EE) research by using ethnographic data and extant theory to develop a feminist posthumanist political ecology of education for theorizing human-animal relations/relationships. Specifically, I (1) engage feminist methodologies and theories; (2) give epistemological and theoretical attention to nonhuman animals; and (3) address the field of EE's minimal engagement with the interdisciplinary research agenda of political ecology. The paper begins with a literature review examining how feminist and/or posthumanist scholars have theorized human-animal (or human-nature) relations/relationships. Next, I outline the conceptual frameworks guiding the analyses of ethnographic data I collected at Long Beach, California's Aquarium of the Pacific and follow with a brief overview of the study. I conclude by outlining the major tenets of this article's conceptual framework, which contributes to a growing conversation in EE regarding human-animal relations/relationships and lays the groundwork for other political ecologies of education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01