Posthumanist Philosophy and Educational Research: A Review of Analytic and Axiological Features

Session Type: Symposium

Abstract

Empirical education research informed by posthumanist philosophies is an exponentially growing literature, one giving rise to novel analytic practices and being shaped by a variety of ethical and political purposes. This session presents an interlocking set of papers based on an extensive review of this emerging literature. The first papers inventory, compare, and contrast four modes of analysis used widely enough to have developed shared conceptual vocabularies. The third paper identifies a tension in the ontology underlying these analytic approaches and a continuum of practices shaped by this tension. The final paper identifies three conceptions of futurity offered within this literature as an organizing purpose for posthumanist inquiries. All three are found to be compelling and necessary.

Sub Unit

• SIG-Qualitative Research

Chair

• Jerry L. Rosiek, University of Oregon

Papers

• Assemblage Studies and Cartographic Studies: A Comparative Analysis - MaryJohn R. Pachuta-Rysak, Grand Valley State University

• Diffractive Studies and Place Based Studies: A Comparative Analysis - Alexander B. Pratt, University of Memphis

• Descriptive and Enactive Posthumanist Inquiry: A Continuum, not a Contradiction - Kevin Donley, Georgetown University

• Three Conceptions of Futurity and Responsibility in Posthumanist Educational Research - Jerry L. Rosiek, University of Oregon

Discussant

• Ezekiel J. Dixon-Roman, Teachers College, Columbia University