ERIC Number: EJ1440376
Record Type: Journal
Publication Date: 2024-Jul
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2347-6311
EISSN: EISSN-2348-5779
The Human, Non-Human Affective Entanglements: A Posthuman Perspective of an ESOL Classroom
Higher Education for the Future, v11 n2 p151-167 2024
In the age of Anthropocene, we problematize the multitudes of affordances of humanism that we are ultimately entwined by and within. Education is a discipline that always placed predominance to the human centredness ignoring several non-human and non-living objects that also form a part of teaching and learning. However, the humanistic notions of hierarchies have undergone radical changes. The locus in a classroom is no longer regulated by teachers and in a multicultural, multilingual classroom, the interaction between teacher, learners, materials and methods are evolving continually redefining the power relations. This essay highlights how every assemblage (an assemblage being a random clubbing of several human and non-human elements) is unique and in a state of flux to act and react with various human and non-human elements within/outside classroom territories. Designed as an autoethnographic study, by analysing the major tenets of posthumanism and by connecting them with English language education, this article argues for a posthuman turn in English language teaching and learning by examining the research diary entries of the author to identify how the entanglement of affect, rhizome and assemblage results in deterritorialization. Episodes and anecdotes from an ESOL (English for Speakers of Other Languages) teaching context in England serve as primary data. This autoethnographic study reveals the agential assemblages in the classrooms which problematize the singular agency of the teacher as the reservoir of knowledge and discusses how the power structure in the classroom is altered when learners and their affective assemblages influence the teacher and the very practice of teaching.
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Humanism, Educational Change, Teacher Student Relationship, Teaching Methods, Power Structure, Artificial Intelligence, Computer Software, Diaries, Ethnography, Language Teachers, Teacher Attitudes, Professional Autonomy, Classroom Environment, Foreign Countries, Student Attitudes, Instructional Materials, Educational Environment, Learning Processes, Multilingualism, Cultural Pluralism
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A