Som en hand på axeln: beröring som posthumanistiskt feministiskt fenomen
DOI:
https://doi.org/10.7146/spf.v6i1.102083Nøgleord:
touch, posthumanism, feminism, intra-action, body, naturecultureResumé
[A Hand on the Shoulder: Touch as a Posthuman Feminist Phenomenon] With a posthuman feminist perspective, we explore touch as a phenomenon in the philosophy of education. Our argument is that touch is one of the prominent phenomena in educational contexts and therefore it requires closer theoretical investigation. In this article, we seek to challenge a ‘subject centric’ and ‘anthropocentric’ perspective, proposing a posthuman approach where touch is relationally intra-active and constantly present with multiple directions. Inspired by the methodological approach ‘concept as method’, we explore the phenomenon of touch through tracing-and-cartographing how it is used in educational texts. Two central aspects – body and ‘natureculture’– appeared in the intersection of touch, education and posthuman feminism. Touch as an educational phenomenon is seen as active in highlighting everyday activities in educational practices, and pushing them to be questioned and disrupted. To conclude, we raise a few questions and discuss some challenges that emerged while working with touch as a posthuman feminist phenomenon.
Referencer
Ramsey Affifi, “More-than-humanizing the Anthropocene,” The Trumpeter 32, no. 2 (2016): 155-175. Karen Barad, Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning (Durham, NC: Duke University Press, 2007). Karen Barad, “On touching – The inhuman that therefore I am,” differences: A Journal of Feminist Cultural Studies 23, no. 3 (2012): 206–223. Gert Biesta, Beyond learning. Democratic education for a human future (Boulder, CO: Paradigm Publishers, 2006). Linnea Bodén, “Seeing red? The agency of computer software in the production and management of students’ school absences,” QSE. International journal of qualitative studies in education 26, no. 9 (2013): 1117–1131. Rosi Braidotti, The posthuman (Cambridge: Polity Press, 2013). Janne Bromseth & Frida Darj, Normkritisk pedagogik: Makt, lärande och strategier för förändring (Uppsala: Centrum för genusvetenskap, 2010). Judith Butler, Gender trouble. Feminism and the subversion of identity (New York, NY: Routledge, 1990). Författare 1, Classen, Constance (red.), The book of touch, (Berg, Oxford, 2005) Richard Edwards, “The end of lifelong learning: A post-human condition?” Studies in the Education of Adults 42, no. 1 (2010): 5–17. Alberto Gallace & Charles Spence, In touch with the future: the sense of touch from cognitive neuroscience to virtual reality, (Oxford: Oxford university press, 2014). Författare 2, Donna Haraway, The companion species manifesto. Dogs, people, and significant otherness. (Chicago, IL: Prickly Paradigm Press, 2003). Donna Haraway, Modest_Witness@Second_Millennium. FemaleMan©_Meets_ OncoMouse™ (London and New York: Routledge, 1997). Donna Haraway, When species meet, (Minnesota, MI: University of Minnesota Press, 2008). Donna Haraway, Apor, cyborger och kvinnor: att återuppfinna naturen. (Eslöv: Brutus Östlings bokförlag Symposion, 2008). Donna Haraway & Neil Gane, “When we have never been human, what is to be done? Interview with Donna Haraway,” Theory, Culture & Society 23, no. 7-8 (2006): 135–158, s. 145. Kristina Holmberg & Marie-Helene Zimmerman Nilsson, “Cyborger och rhizom i förskolans musikverksamhet. Posthumanistiska begrepp i rörelse” Pedagogisk forskning i Sverige 19, no. 2-3 (2014): 193-212. Ann-Chatrine Jonsson, Massage och dyslexi. (Södertälje: Fingraf tryckeri, 2002). Hillevi Lenz Taguchi, Pedagogisk dokumentation som aktiv agent. Introduktion till intra-aktiv pedagogik (Malmö: Gleerups, 2012). Hillevi Lenz Taguchi, “Jämställdhetspedagogiska trender och en introduktion till en rosa pedagogik,” I Hillevi Lenz Taguchi, Linnea Bodén & Kajsa Ohrlander (red.) En rosa pedagogik - jämställdhetspedagogiska utmaningar (Stockholm: Liber, 2011, kap 13, s. 171-191). Helena Pedersen, “Is ‘the posthuman’ educable? On the convergence of educational philosophy, animal studies, and posthumanist theory” Discourse: Studies in the Cultural Politics of Education 31, (2010): 237–250. Heather Piper & Ian Stronach, Don't touch!: the educational story of a panic. (London: Routledge/Taylor & Francis Ltd, 2008). María Puig de la Bellacasa, “Touching technologies, touching visions. The reclaiming of sensorial experience and the politics of speculative thinking,” Subjectivity, no. 29 (2009): 297–315. María Puig de la Bellacasa, “Ethical doings in naturecultures,” Ethics, Place and Environment: A Journal of Philosophy and Geography 13, no. 2 (2010): 152–169, s 155. Nina Rossholt, “Food as Touch/Touching the Food: The body in-place and out-of-place in preschool,” Educational Philosophy and Theory 44, no. 3 (2012): 323–334. Affrica Taylor, Reconfiguring the natures of childhood (London & New York: Routledge, 2013). Sharon Todd, Learning from the other: Levinas, psychoanalysis, and ethical possibilities in education (Albany, NY: State University of New York Press, 2003). Sharon Todd, “Between body and spirit: The liminality of pedagogical relationships,” Journal of Philosophy of Education 48, no. 2 (2014): 231–245. Robin Usher & Richard Edwards, Postmodernism and education (London/New York: Routledge, 1994). Cecilia Åsberg, Martin Hultman & Francis Lee (red.), Posthumanistiska nyckeltexter (Lund: Studentlitteratur, 2012). Marie Öhman & Anne Quennerstedt, “Questioning the no-touch discourse in physical education from a children's rights perspective,” Sport, Education and Society 22, no. 3 (2017): 305–320.
Downloads
Publiceret
Citation/Eksport
Nummer
Sektion
Licens
Forfatteren/forfatterne og tidsskriftet deler copyrighten, og skal begge krediteres ved brug af publiceret materiale til citat eller lignende. Artikler publiceret i Studier i Pædagogisk Filosofi må bruges (downloades) og genbruges (distribueres, kopieres, citeres) frit til ikke-kommercielle formål. Artikler publiceret i Studier i Pædagogisk Filosofi må, efter godkendelse fra redaktionen, gerne publiceres i andre tidsskrifter (Studier i Pædagogisk Filosofi publicerer dog ikke selv artikler, der tidligere har været publiceret). Artikler må gerne uploades i instutionelle databaser, hvis dette kræves af forfatteren som del af en bevilling eller er institutionelt krav.
