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Activism as technology of the posthuman self: towards a more relevant school.

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Title: Activism as technology of the posthuman self: towards a more relevant school.
Authors: Barnard, Mathew (AUTHOR)
Source: Educational Review. Nov2025, Vol. 77 Issue 7, p2108-2126. 19p.
Subjects: Student activism, Activism, Moral development, Posthumanism, Educational leadership, Interdisciplinary approach to knowledge, Transformative learning
Abstract: This paper aims to make a theoretical contribution to the field of student activism in relation to the school. In an age marked by ecological, economic and technological change, and where certainties based on Humanism and anthropocentricism continue to be eroded, this paper explores possibilities for reintegrating the school as meaningful to the ethico-political development of students. Activism is positioned in this paper as a means by which students can actualise their ethico-political agency in relation to the self, others and the world. This paper therefore urges school leaders to recognise the potential of knowledge generated through affirmative youth activism and to find a space for this knowledge within the school. This is particularly important within a context of growing youth disillusionment with formal schooling and its inadequate response to the crises of our age. This paper theoretically develops a relational space within the school for the "offical" knowledge of this education to be brought into meaningful political conversation with the "minor" knowledge generated through youth activism. These theorisations will be supported by case studies taken from the empirical literature on youth activism. [ABSTRACT FROM AUTHOR]
Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Activism as technology of the posthuman self: towards a more relevant school.
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  Data: <searchLink fieldCode="DE" term="%22Student+activism%22">Student activism</searchLink><br /><searchLink fieldCode="DE" term="%22Activism%22">Activism</searchLink><br /><searchLink fieldCode="DE" term="%22Moral+development%22">Moral development</searchLink><br /><searchLink fieldCode="DE" term="%22Posthumanism%22">Posthumanism</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+approach+to+knowledge%22">Interdisciplinary approach to knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Transformative+learning%22">Transformative learning</searchLink>
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  Data: This paper aims to make a theoretical contribution to the field of student activism in relation to the school. In an age marked by ecological, economic and technological change, and where certainties based on Humanism and anthropocentricism continue to be eroded, this paper explores possibilities for reintegrating the school as meaningful to the ethico-political development of students. Activism is positioned in this paper as a means by which students can actualise their ethico-political agency in relation to the self, others and the world. This paper therefore urges school leaders to recognise the potential of knowledge generated through affirmative youth activism and to find a space for this knowledge within the school. This is particularly important within a context of growing youth disillusionment with formal schooling and its inadequate response to the crises of our age. This paper theoretically develops a relational space within the school for the "offical" knowledge of this education to be brought into meaningful political conversation with the "minor" knowledge generated through youth activism. These theorisations will be supported by case studies taken from the empirical literature on youth activism. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00131911.2024.2383896
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      – Code: eng
        Text: English
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        PageCount: 19
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      – SubjectFull: Student activism
        Type: general
      – SubjectFull: Activism
        Type: general
      – SubjectFull: Moral development
        Type: general
      – SubjectFull: Posthumanism
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      – SubjectFull: Educational leadership
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      – SubjectFull: Interdisciplinary approach to knowledge
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      – SubjectFull: Transformative learning
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              Text: Nov2025
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