Restyling the humanities curriculum of higher education for posthuman times

Siddiqui, Jamila

doi:10.1080/03626784.2015.1133220

Cited by 7 publications

(2 citation statements)

References 18 publications

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“…Within the field of Higher Education Mazzei (2016) generates a communal 'voice without organs' in her research with women academics in the USA, Taylor and Gannon develop diffractive methodologies to explore time and academic labour across the UK and Australia (2018), Murris (2016) constructs posthuman pedagogies in South Africa and the contributors to Taylor and Bayley (2019) explore a range of experiments in international Higher Education. Siddiqui (2016) considers how the Humanities curriculum in Canada might respond to posthumanism, whilst Weaver (2010) proposes moving curriculum studies into liberal arts or science faculties. Braidotti (2013b) optimistically argues that new interdisciplinary formulations such as 'Death Studies' (2017) are means by which posthuman formulations can flourish in the university of the future.…”

Section: Background: Humanism/posthumanism In the Western European Universitymentioning

confidence: 99%

A humanist university in a posthuman world: relations, responsibilities, and rights

Quinn

2021

British Journal of Sociology of Education

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This paper explores the entanglement of humanism and posthumanism within the Western European University, focusing on ethical implications and the role of the university in protecting the marginalised. To illustrate its arguments, it draws on a small study conducted in an ancient Italian university which specialises in Humanities and Social Sciences. The paper focuses on two key knotty issues: relationships between university aspirations to posthumanism and the colonial legacies of humanism, and the implications of holding on to humanism as a guarantor of human rights for marginalised people. It concludes by discussing the limitations of a posthuman ethics of responsibility and proposes instead a posthuman ethics of rights for the university.

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Section: Background: Humanism/posthumanism In the Western European Universitymentioning

confidence: 99%

A humanist university in a posthuman world: relations, responsibilities, and rights

Quinn

2021

British Journal of Sociology of Education

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“…Dewey’s understanding of these problems in education is humanist, yet it is worth acknowledging that Dewey’s ‘texts are not univocally or easily humanist’ (Snaza, 2017: 15). In this vein, Siddiqui (2016) applies the term ‘pre-posthuman’ to Dewey’s philosophy, because ‘several components suggest a readiness for a posthuman embrace’ (72). Even so, Dewey’s portrayal of these problems in education came to a focus on a humanized subject-matter.…”

Section: Changing Education With Posthumanist Awarenessmentioning

confidence: 99%

Wild and willful pedagogies: Education policy and practice to embrace the spirits of a more-than-human world

Quay

2020

Policy Futures in Education

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Education faces a dilemma: policy and practice are primarily humanist in orientation, and yet the environmental challenges education hopes to confront require moving beyond humanist perspectives – to posthumanist awareness. Recent policy advances in Victoria, Australia, highlight the empowerment of students. Yet widening the scope of education policy to embrace posthumanist ideas and the more-than-human world is a challenge not yet conceived by most policy-makers and teachers. In this paper the relevance of posthumanist ideas to education is taken seriously, and arguments presented which connect policy and wildness, two words not often considered co-supportive. Wildness and policy come together in habits, in practices, where self-will and social civility are bonded together. I introduce anthropomorphism, in its connection with irreducible anthropocentrism, as a means to understand human engagement with the wills, spirits, habits, of nonhumans, in a more-than-human world. Anthropomorphism is one way to enable moral consideration to be extended beyond humans, offering a way to shift education policy and practices, thereby supporting understanding of wild pedagogies.

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