Towards a post-humanist design for educational inclusion

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

European Journal for Research on the Education and Learning of Adults Pub Date : 2023-10-13 DOI:10.3384/rela.2000-7426.4660

Viktor Swillens, Mathias Decuypere, Joke Vandenabeele, Joris Vlieghe

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Abstract

In this contribution to the special issue on adult education, inclusion and justice we discuss how an inclusive pedagogy can foster a more just way of inhabiting litter polluted living environments, in which the interests of both human and non-human dwellers are taken into consideration. More precisely, we theorize how arts can function as study material and enable a collective sensitivity for the ways in which (non-)human entities (e.g., fishermen, seals, birds, litter pickers, tourists, plastic producers) constitute a ‘sick’ habitat. Based upon our theory-driven participatory action research with adult inhabitants of the litter polluted Belgian coast, we conclude that a study pedagogy has the power to constitute collective events of emancipation in which inhabitants of damaged living environments can start to inhabit these places, i.e., they become (more) attentive to the reciprocal relationships with other human and non-human entities and respond accordingly with care towards these entanglements.

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迈向教育包容的后人文主义设计

在本期关于成人教育、包容与正义的特刊中，我们讨论了包容教学法如何培养一种更公正的生活方式，在这种生活环境中，人类和非人类居民的利益都被考虑在内。更准确地说，我们理论化了艺术如何作为学习材料，并使人们对(非)人类实体(如渔民、海豹、鸟类、捡垃圾者、游客、塑料生产商)构成“病态”栖息地的方式具有集体敏感性。基于我们对比利时海岸被垃圾污染的成年居民进行的理论驱动的参与性行动研究，我们得出结论，研究教学法有能力构成集体解放事件，在这些事件中，受损生活环境的居民可以开始居住在这些地方，也就是说，他们变得(更)关注与其他人类和非人类实体的互惠关系，并相应地对这些纠缠做出谨慎的反应。

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来源期刊

European Journal for Research on the Education and Learning of Adults EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

12.50%

发文量

审稿时长

6 weeks

期刊介绍： The European journal for Research on the Education and Learning of Adults (RELA) is a refereed academic journal creating a forum for the publication of critical research on adult education and learning. It has a particular focus on issues at stake for adult education and learning in Europe, as these emerge in connection with wider international and transnational dynamics and trends. Such a forum is important at a time when local and regional explorations of issues are often difficult to foreground across language barriers. As academic and policy debate is increasingly carried out in the English language, this masks the richness of research knowledge, responses and trends from diverse traditions and foci. The journal thus attempts to be linguistically ''open access''. Whilst creating a forum for international and transnational debate, contributions are particularly welcome from authors in Europe and other locations where English is not the first language. RELA invites original, scholarly articles that discuss the education and learning of adults from different academic disciplines, perspectives and traditions. It encourages diversity in theoretical and methodological approach and submissions from non-English speakers. All published contributions in RELA are subjected to a rigorous peer review process based on two moments of selection: an initial editorial screening and a double-blind review by at least two anonymous referees. Clarity and conciseness of thought are crucial requirements for publication. RELA is published on behalf of the European Society for Research on the Education of Adults (ESREA).