A Feminist Posthumanist Multispecies Ethnography for Educational Studies

Abstract

The animal or more-than-human turn in the humanities and social sciences has challenged nature/culture binaries in the fields of environmental education and early childhood studies, yet the field of educational studies has yet to confront its humanist roots. In this article, I sketch a nascent conceptual framework that outlines how multispecies ethnography, as a methodology informed by critical strands of feminist posthumanism, can begin to address and redress both social and species injustices in educational studies. To do this, I first provide a brief overview of educational humanism to situate the article within the animal and more-than-human turns in education. I then define multispecies ethnography and briefly review educational multispecies ethnographic research. Next, I sketch the conceptual framework, which is guided by feminist posthumanist theories of performativity and intersectionality, providing ethnographic examples from my own research projects and the research literature. I conclude by drawing out the implications for educational studies, with a consideration of how animal performativity and intersectionality open up new lines of inquiry to explore animal concerns, as well as social ones.

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Teresa Lloro-Bidart (2018). A Feminist Posthumanist Multispecies Ethnography for Educational Studies. Educational Studies. https://doi.org/10.1080/00131946.2017.1413370

@article{teresa2018a,
  title  = {A Feminist Posthumanist Multispecies Ethnography for Educational Studies},
  author = {Lloro-Bidart, Teresa},
  year   = {2018},
  journal = {Educational Studies},
  doi    = {10.1080/00131946.2017.1413370}
}

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