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Roman Bartosch assesses the pedagogical potential of literature and the role of literary studies in an age of climate change, biodiversity loss, environmental destruction and degradation, and animal death and suffering. As he points out, these developments and students' responses to these various crises have received little or no attention in most educational contexts. Furthermore, many of today's curricular goals are essentially useless and meaningless for students facing an uncertain future. Bartosch asks us to reconsider what education could and should be in the Anthropocene, to acknowledge students' needs, and to reflect on why and how we teach literature and literary HAS in particular. As he also shows with his reading of Max Porter's novel "Grief Is the Thing with Feathers" (2015), engaging with literary and cultural animals can be a means to "[cultivate] an interest in acts of relating animality and textuality in ways that open up ambiguity and, thus, imaginative spaces for potential conviviality and flourishing." In contrast to the current emphasis on competencies, solutions, and teleological thinking, this kind of learning, Bartosch suggests, "is geared toward bearing witness, ruminating on its meanings, and thus repositioning oneself within a larger web of ecological and semiotic diversities under threat." Teaching literary HAS and emphasizing "[c]apabilities, resilience, and multispecies flourishing," then, could be important means of preparing students for the uncertain and perilous times ahead.
Current objectives of human-animal studies : why the story of Harriet the tortoise should be retold
(2022)
In her article, "Current Objectives of Human-Animal Studies: Why the Story of Harriet the Tortoise Should Be Retold," Mieke Roscher responds to Haraway's call to action in "When Species Meet" in order to propose a political history of animals. To develop this new historiographical approach, she turns to concepts of agency and human-animal interaction as the most widely discussed paths to making visible the involvement of animals in "our" shared history. Built on the story of Harriet, a Galápagos tortoise and a decisive historical figure living in the Galápagos Islands during Darwin's visit in 1835, who died as recently as 2006, Roscher shows how praxiography, material culture, and spatial approaches could be connected to tell different stories to the ones currently being told by traditional historiography. Tortoises and turtles in particular have already influenced historical thinking, not least because they have come to symbolize the extinction discourse as well as debates on climatic change and the Anthropocene. Hence, Roscher introduces a political history of animals that pays attention to agency and relations (and agency as a relation), practices and materialities, spaces and places, and offers a way to retell Harriet's life story - and the life stories of many other animals - in the future.
In "'Preventing Malicious and Wanton Cruelty to Animals': Historical Animal Welfare and Animal Rights Education," Andreas Hübner outlines future historical animal welfare and animal rights education, sketching concepts and themes such as animal agency and historicity as well as the relational, spatial, and material practices employed between humans and animals. Hübner then historicizes present-day attitudes toward anthropocentricism and discusses educational and learning processes that (can) help to overcome human-animal dichotomies in the history classroom. Hübner presents subject-specific recommendations for critically integrating topics into future curricula and shows that it is possible to teach in a way that acknowledges the role of nonhuman actors. He thereby challenges conventional human-centered narratives of historical learning.
In light of the dramatic growth and rapid institutionalization of human-animal studies in recent years, it is somewhat surprising that only a small number of publications have proposed practical and theoretical approaches to teaching in this inter- and transdisciplinary field. Featuring eleven original pedagogical interventions from the social sciences and the humanities as well as an epilogue from ecofeminist critic Greta Gaard, the present volume addresses this gap and responds to the demand by both educators and students for pedagogies appropriate for dealing with environmental crises. The theoretical and practical contributions collected here describe new ways of teaching human-animal studies in different educational settings and institutional contexts, suggesting how learners - equipped with key concepts such as agency or relationality - can develop empathy and ethical regard for the more-than-human world and especially nonhuman animals. As the contributors to this volume show, these cognitive and affective goals can be achieved in many curricula in secondary and tertiary education. By providing learners with the tools to challenge human exceptionalism in its various guises and related patterns of domination and exploitation in and outside the classroom, these interventions also contribute to a much-needed transformation not only of today's educational systems but of society as a whole. This volume is an invitation to beginners and experienced instructors alike, an invitation to (re)consider how we teach human-animal studies and how we could and should prepare learners for an uncertain future in, ideally, a more egalitarian and just multispecies world.
This essay analyzes the semantics of fog in the context of neoliberal austerity in Portugal. Drawing on portraits of young Portuguese in the style of vignettes, the essay historicizes the political and epistemological uses of fog as a medium. Attending to the materiality of fog - a blurring through which visibility occurs - the argument unearths the logical structure of recurrence in and as crisis as it affects the powers of decision-making. The goal is to push the limits of this recurring structure into the present, in order to better expose how two seemingly opposite historical eras - authoritarianism and neoliberalism - share, in fact, the enduring structure of potentiation in language and governance.
What is an exilic law? The Talmud was itself located 'in exile' without ever being considered 'exilic': the self-representation of the Talmud is consistent with the idea that Jewish law might be redacted in diaspora but is still centred on the Temple of Jerusalem. Yet the Zohar offers a unique representation of Jewish law as a central legal product and a metaphysically exiled reality. Hence, Jewish law has not only been born 'in exile' but also has an 'exilic' nature. An exilic law, then, is a tenebrous 'path' that inverts the 'moral ways' of Jewish law, as it departs from the 'exilic centre' of Babylon and installs a 'non-exilic centre' on Mount Moria, where Isaac was almost sacrificed and the Temple of Jerusalem was erected. When Scripture is brought out in an 'exodus', it departs from the solid terrain of an 'exilic law' and radicalizes the event of Abraham's being called to sacrifice his own son by producing a notable inversion of the notion of 'literal sense'. And yet this 'literal sense' that has always been there had almost been neglected, just like a 'purloined letter' - in every sense of the expression.
The present essay engages with the short story 'The Burrow', written by Franz Kafka between 1923 and 1924, a few months before his death. The ambiguity of the original title, 'Der Bau', which defies translation by pointing at the same time at a construction and an excavation work, anticipates the multilayered image of the burrow itself. While both nature and function of the burrow are hard to pinpoint (is it a dwelling, a shelter, a fortress, a labyrinth, a ruin?), the initially reported success of its construction is revealed as illusory, thus prompting the ongoing first-person narration of the incessant builder's work. Similarly unsuccessful is any attempt of the reader to attain metaphorical closure. In the light of other impossible, i.e., unfinished, bound-to-fail, ruinous, or selfdismantling structures portrayed by Kafka, as well as on the background of coeval texts by Paul Valéry and Georg Simmel, the essay investigates the wide and deep significance of the burrow’s countering the classical ideal of architectural wholeness.
The essay discusses the notion of counterpublics in the context of the creation of the Solidarność labour union in Poland in 1980. The proposed reading of these events not only offers a feminist recontextualization against the grain of Western liberal triumphalism, but furthermore explores the implications of postcolonial thought for the analysis of the recent history of a Central European country as well as for the discussion concerning the public spheres of the excluded and marginalized. The thought of Eduard Glissant, as well as that of Gloria Anzaldua and Gayatri Spivak, allows for a rethinking of these events and theories in a global perspective, thus facilitating a universalizing practice based on a particular, localized experience.
The oeuvre of contemporary Japanese photographer Rinko Kawauchi is characterized by an approach that gives precedence to process over product and combines conceptual art with vernacular traditions, making her pictures happily imperfect. Starting with Kawauchi's transmedial concept of the image, often positioned between word and image and mainly materialized through photo books, I propose that Kawauchi's photographs are imperfect thanks to her experimentation with technical mistakes, the vernacular subject-matter of everyday snapshots, seriality, sequencing, and format variation, elliptical visibility, the aesthetics of color, and a non-linear temporality. Imperfection, furthermore, emphasizes the materiality of the medium, and removes photography from the referent-centered documentary domain by way of aesthetic, rather than semiotic, significance. Imperfection also activates different modes of reception, emphasizing emotional involvement and participant viewing.