Critical creatures: children as pioneers of posthuman pedagogies

Abstract

Purpose

This paper addresses two main questions: What is taught about animal ethics in primary school and how. Are these messages challenged by the students and, in that case, how and why? This is discussed in the light of Critical Animal Pedagogies.

Design/methodology/approach

The findings drawn upon in this paper are from a critical human-animal ethnographic study carried out in three Swedish primary schools between 2012 and 2017 using a case study approach of interviews, observation and intervention.

Findings

This paper suggests that children's subtle ways of resisting and negotiating their own space in the face of adultism, which is the power adults exercise over children, are an ongoing struggle which can both destabilize anthropocentrism and open up space for new pedagogical practice.

Originality/value

This paper explores the implications of and possibilities for teaching and learning given the positions of human children and non-human animals intersect, foremost exploring the agency of children in the school environment.

Citation

Dinker, K.G. (2021), "Critical creatures: children as pioneers of posthuman pedagogies", International Journal of Sociology and Social Policy, Vol. 41 No. 3/4, pp. 391-406. https://doi.org/10.1108/IJSSP-10-2020-0464