Enacting Affirmative Ethics in Education: A Materialist/Posthumanist Framing

Autor/in	Mulcahy, Dianne
Titel	Enacting Affirmative Ethics in Education: A Materialist/Posthumanist Framing
Quelle	In: Educational Philosophy and Theory, 54 (2022) 7, S.1003-1013 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mulcahy, Dianne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2021.1907744
Schlagwörter	Ethics; Educational Philosophy; Barriers; Teaching Methods; Curriculum Development; Neoliberalism; Governance; Criticism; Power Structure; Vignettes; Citizenship; Tests; Foreign Countries; Grade 10; High School Students; Museums; Teacher Attitudes; Grade 8; Geography Instruction; Field Trips; Institutional Characteristics; Perspective Taking; Earth Science; Australia + Suchen Sie Ihr Suchwort? Ethik; Bildungsphilosophie; Erziehungsphilosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Neo-liberalism; Neoliberalismus; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Kritik; Staatsbürgerschaft; Examination; Prüfung; Examen; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Museum; Museumswesen; Museen; Lehrerverhalten; School year 08; 8. Schuljahr; Schuljahr 08; Geography education; Geography lessons; Geografieunterricht; Exkursion; Zukunftsperspektive; Earth sciences; Geowissenschaften; Australien
Abstract	The aim of this article is to explore the worth of a materialist/posthumanist approach to ethics, specifically affirmative ethics (Braidotti, 2018, 2019a), within the field of education. I work empirical material that 'does' this ethics in classrooms and draw on Deleuze's (1988) ethically guided materialism as taken up by Braidotti (2019b), to gain purchase on it. Defined as a relational matter of human and non-human powers of acting in pursuit of affirmative values, affirmative ethics focuses up "relations," "forces" and "affects." It poses considerable challenges to a normalised construction of ethics as located solely within a constituted human subject with moral intentionality as its core. Affirmative ethics presents empirically as an emergent property of relational assemblages of human and more than human elements that bring ethical subjectivity into effect. Pedagogy and curriculum perform a constitutive role in these assemblages, as does pedagogic affect, showing how this ethics can be activated. A materialist affirmative ethics makes for a multi-faceted and generative practice of ethics. Oriented to collectivity and with relationality 'built-in', it has the potential to play a significant role in the reconstitution of individualised subjectivity which neoliberal modes of governance continue to advance in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01