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21st Century Teaching and Learning

  • Annouchka Bayley
Chapter

Abstract

Posthumanism poses radical critiques and challenges to some of the most fundamental assumptions that underlie what it means or doesn’t mean to ‘be human’ in and amongst the entangled web of phenomena that make up our world. As Donna Haraway might have it, we need to better learn how to “live and die well with each other in a thick present.” (Haraway D, Staying with the trouble: making kin in the Chthulucene. Duke University Press, Durham, p 1, 2016), but who or what counts as ‘each other’ in this kind of “thick present” – a present where simple divides and prosaic attempts to name and hold differences in mind are incapable of capturing the kinds of entangled complexity that characterises living (and dying) in the 21st century. In such vital and urgent times, posthumanisms can become key thinking-strategies, a complex prism via which pedagogic research and practice in and for Higher Education contexts can move towards achieving such a bold proposition. If, as Taylor states, posthumanism “calls into question the essentialising binary between human and nonhuman on which humanism relies, it throws anthropocentrism into doubt along with the categories and identities it underpins” (Taylor C, Edu-crafting a cacophonous ecology: posthumanist research practices in education. In: Taylor C, Hughes C (eds) Posthuman research practices in education, 1st edn. Palgrave Macmillan, Basingstoke, pp 5–24, 2016), then crafting vibrant approaches to pedagogy from out of it requires a shift in how educators and pedagogues work with some of the foundational territories upon which education rest.

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Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Annouchka Bayley
    • 1
  1. 1.University of WarwickCoventryUK

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