The Rupture: Transformation towards a Posthumanist Education
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Pascoe, Joanna
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Brock University, Canada
Abstract
Acknowledging the complexity that the Covid-19 global pandemic and the climate emergency have revealed, an UNESCO International Commission on the Futures of Education notes, “[I]t is evident that we cannot return to the world as it was before” (2020, p. 3). Can a posthuman feminism approach to education embracing transformation through affirmative ethics and the cyborg’s journey in speculative fiction narratives help realise our potentia, a portal through which to think differently, a rupture to go beyond the potestas of our times? Can we acknowledge the rupture and allow ‘a line of flight’ within education that breaks from the norm, destabilizing the status quo of human exceptionalism, which privileges some humans over others, and neglects the non-human? Let us re-imagine our world, via pedagogy, via philosophy, via stories to develop affirmative education for the world to come through a posthuman feminism approach interconnecting humans and non-human-others in our more-than-human world.
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Posthuman Pedagogy, Affirmative Ethics, Literature in Education, Becoming, Posthuman Feminism, Speculative Fiction, Transformation in Education, Cyborg, Walking
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Interconnections: Journal of Posthumanism / Interconnexions: revue de posthumanisme. ISSN: 2564-260X (Print), 4(1), 2025.
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Copyright (c) 2025 Joanna Pascoe. This work is licensed under a Creative Commons Attribution 4.0 International License.
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Except where otherwise noted, this item's license is described as Copyright (c) 2025 Joanna Pascoe. This work is licensed under a Creative Commons Attribution 4.0 International License.