The Educational Significance of Human and Non-Human Animal Interactions

The Educational Significance of Human and Non-Human Animal Interactions

Blurring the Species Line
Suzanne Rice
Springer
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440 g
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216x140x16 mm
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Suzanne Rice is Professor of Educational Leadership and Policy Studies at the University of Kansas, USA.
 
AG Rud is Distinguished Professor in the College of Education, Washington State University, USA.

Foreword; Marc Bekoff
Introduction; Suzanne Rice and AG Rud
PART I: ANTHROPOCENTRISM, HUMAN SUPREMACY, AND THE HUMANIST SUBJECT
1.(Un)Learning Anthropocentrism: An EcoJustice Framework for Teaching to Resist Human-Supremacy in Schools; John Lupinacci and Alison Happel-Parkins
2.Challenging Anthropocentrism in Education: Posthumanist Intersectionality and Eating Animals as Gastro-Aesthetic Pedagogy; Bradley Rowe
3.Transcending the Student Skin Bag: The Educational Implications of Monsters, Animals, and Machines; Matthew T. Lewis
PART II: EDUCATIONAL PRACTICES AND CONCERNS
4.What Did Your Vet Learn in School Today? The Hidden Curriculum of Veterinary Education; Nadine Dolby
5.Educational Experiences in Prison: Greyhounds and Humans Teaching and Learning Together; Suzanne Rice
6.Experience, Strength, and Hope: An Analysis of Animal Interaction with Alcoholism and Recovery; Mike Bannen
7.Lessons from Animals, Real and Imaginary, in the Work of Theodor Geisel; Arlene L. Barry
8.The Work of Literature in a Multispecies World; Aaron M. Moe
PART III: MORAL ASPECTS OF HUMAN ANIMAL AND NON-HUMAN ANIMAL INTERACTIONS
9.Human Encounters with Animal Species: A Prolegomenon to Educational Thought Experimentation on Befriending Animals; Susan Laird with Kristen Ogilvie Holzer
10.Overcoming Veneer Theory: Animal Sympathy; Jim Garrison
11.Vermin, the Proximate and Often Unpleasant Stranger; Cris Mayo
12.Schweitzer, Dewey, and a Reverent, Rewilded Education; AG Rud
Afterword; Richard Kahn

The Educational Significance of Human and Non-Human Animal Interactions explores human animal/non-human animal interactions from different disciplinary perspectives, from education policy to philosophy of education and ecopedagogy. The authors refute the idea of anthropocentrism (the belief that human beings are the central or most significant species on the planet) through an ethical investigation into animal and human interactions, and 'real-life' examples of humans and animals living and learning together. In doing so, Rice and Rud outline the idea that interactions between animals and humans are educationally significant and vital in the classroom.

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