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Today we continue our exploration of Teach for All. Two weeks ago, we explored Teach for All counter-narratives. Now we look at empirical research evidence across contexts where Teach for All operates.

Today we explore affect theory in comparative education.

With me is Irv Epstein, the Ben and Susan Rhodes Professor of Peace and Social Justice at Illinois Wesleyan University, where he chairs the Department of Educational Studies and directs the Center for Human Rights and Social Justice. Irv’s new book is called Affect Theory and Comparative Education Discourse which was published in Bloomsbury’s New Directions in Comparative Education book series, which he co-edits.

Citation: Epstein, Irving, interview with Will Brehm, FreshEd, 187, podcast audio, February 17, 2020. https://www.freshedpodcast.com/irvingepstein/

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What does it mean to think of comparative education beyond the human? Is our field based on assumptions of individual autonomy and Western Enlightenment thinking that sees time as linear and progress as possible? Does a “posthuman future” hold new possibilities for our research? And can our field live with such dissonance?

Earlier this month, the Post Foundational Approaches to Comparative and International Education Special Interest Group of the Comparative and International Education Society organized a webinar entitled “Exploring education beyond the human” to think through some of these questions.

The webinar brought together Weili ZhaoStephen Carney, and Iveta Silova. I moderated the discussion, which explores what education beyond the human would actual look like and entail.

In this special addition of FreshEd, I’m going to replay our conversation because I think the ideas discussed push our field in new and important directions.

Citation: Zhao, Weili, Carney, Stephen & Silova, Iveta, interview with Will Brehm, FreshEd, 178, podcast audio, October 28, 2019. https://www.freshedpodcast.com/beyondhuman/

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