By Suzanne Rice, A. G. Rud
The lives of animals and people are deeply intertwined and collectively influencing. in recent times, there was a turning out to be appreciation of the way during which the interactions of human animals and non-human animals subject educationally. This e-book seeks to give a contribution to the continuing dialog approximately animals and education.
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Extra info for The Educational Significance of Human and Non-Human Animal Interactions: Blurring the Species Line
2013). Special issue: Eco-democratic reforms in education. Educational Studies, 49(5), 381–479. , & Edmundson, J. (2005). Social foundations as pedagogies of responsibility and eco-ethical commitment. In D. W. ), Teaching social foundations of education: Contexts, theories, and issuess (pp. 71–92). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. , & Lupinacci, J. (2011). EcoJustice education: Toward diverse, democratic, and sustainable communities. New York: Routledge. , & Lupinacci, J. (2015).
Describing such actions, Derrick Jensen (2009) states that “the role of an activist is not to navigate systems of oppressive power with as much integrity as possible, but rather to confront and take down those systems” (para. 12). For many activist-educators working (Un)Learning Anthropocentrism ● 17 to (un)learn anthropocentrism, their commitment to teaching and learning is grounded in the belief that current dominant anthropocentric culture will not likely undergo a voluntary transformation in which power and privilege are relinquished and an intrinsic worth of all members of the planet recognized and respected.
This positions some humans as less than human, or as relegated to the devalued status of animals and natural resources. 2 indicates how this understanding is rooted in a value hierarchy that ignores an ecological existence of humans as part of a complex web of living relationships. It is from this illusive—and ecologically impossible—perception of self that an individual can see all Other beings as resources. For example, this kind of thinking is illustrated when humans clear-cut trees for lumber or when humans create the conditions where cows are tortured in factory stalls so as to produce products for human consumption, such as beef or milk.