Accepting Educational Response-ability: A Pedagogical Study of Haraway's "Becoming Worldly"

• In Event: Philosophical Examinations of Educational Responsibility, Indoctrination, and Educational Justice

Abstract

In this paper I look at the concept of educational responsibility within the framework of Donna Haraway’s practice of “becoming worldly”. I begin by discussing the context of Haraway’s ethical framework and her concept of “response-ability”. Next, I turn to study how Haraway’s concept of “becoming worldly” has been taken up in educational research. I look at three examples in educational spaces that challenge the idea of an autonomous, individual child and instead approach learning and teaching within a relational ethics of more-than-human entanglement. The aim of this pedagogical inquiry is to highlight how Haraway’s framework can help cultivate response-abilities among students and teachers, as well as introduce new possibilities for learning-with non-human others.

Author

• Jessica Lussier, The University of British Columbia