An Intersectional Social Justice Approach for Liberation
Edited By Anthony J. Nocella II, John Sorenson, Kim Socha and Atsuko Matsuoka
7 Radical Humility: Toward a More Holistic Critical Animal Studies Pedagogy Lauren Corman and Tereza Vandrovcová
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Toward a More Holistic Critical Animal Studies Pedagogy
Lauren Corman and Tereza Vandrovcová
This chapter offers four primary contributions. First, we consider the relevance of intersectional theory and advocacy to Critical Animal Studies (CAS) pedagogy, and map some of the academic and activist approaches that inform the field, particularly animal ecofeminism and animal activism. (For a comprehensive overview of interdisciplinary fields that inform CAS, see Pedersen’s  “Critical animal studies and education research: A background.”) In conjunction, we suggest some ways CAS can enhance its pedagogical techniques, which necessarily include the recognition of humans and nonhuman animals (or, said differently, humans and other animals) as teachers. We maintain that such recognition is vital for a more non-anthropocentric, anti-speciesist, and holistic pedagogy.
Second, we highlight the research and activism of Barbara Smuts and Sharon Núñez, respectively, as exemplary of how pedagogy can include nonhuman animals. Such experiential knowledge has the potential to influence not only how we conceive of the subjectivities of animals in our immediate contexts, but also how we think of other nonhuman animals, including those in factory farms and vivisection laboratories, where face-to-face encounters are less common for the majority of people.
Third, we address a pressing question raised by numerous educators who teach about animal exploitation: How do we navigate the challenges of showing graphic images? We explore possible strategies for the presentation and discussion of these materials, particularly...
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