No description available.

No description available.

<p>Intensively industrialized animal agriculture, or factory farming, poses many challenges for our notions of “life” and how it should be treated. Factory farming’s mass instrumentalization and exploitation of animals potentially unsettles both our most basic notions regarding the justice of sacrificing certain lives in order to improve other lives, and our decisions about which lives belong to each category. This thesis examines the factory farm as a site that relies upon and produces particular lessons about life. The first chapter explores factory farming’s insistence that economically useful features of animals can be endlessly manipulated and optimized, summarily rendering disposable all other aspects of their lives. Recent work on “neoliberal” economic ideology identifies the emergence of similar conclusions about <em>human</em> life under neoliberalism, yet animal life remains largely un-theorized in this context. Meanwhile, the field of critical animal studies is generating a rich body of work theorizing our exclusion of animals from full ethical and political consideration, but has yet to grapple with how the factory farm brings to bear its own economizing logic that intensifies the “othering” of animal life. The resulting pedagogy of life reverberates throughout the range of cultural responses to factory farming. Chapter Two discusses factory farm designer Temple Grandin’s work in order to illustrate how attempts to situate the site within ostensibly non-economic narratives of life such as ecology, comparative epistemology, and spirituality reveal ways that those narratives can become complicit with the factory farm’s neoliberal pedagogy. Chapter Three examines current representations of vegetarian identity, demonstrating that even resistant responses can reinscribe the factory farm’s sacrificial economy. The thesis concludes that alternative futures for critical resistance to the factory farm depend upon a more thorough apprehension of its conceptual reach, and concerted pedagogical and ethical work through and beyond its framing of both human and animal life.</p> / Doctor of Philosophy (PhD)

Le présent travail porte sur les relations entre l'être humain et l'animal dans le roman pour enfants Heidi Lehr- und Wanderjahre (1880) de l'écrivaine suisse et autrice de livres pour enfants Johanna Spyri.Le champ d’étude moderne Human-Animal Studies, également appelé études animales, constitue le cadre théorique de l'analyse littéraire de ce classique de la littérature pour enfants et adolescents de langue allemande, l’un des plus connus au monde, notamment en raison des adaptations cinématographiques modernes. La première partie du travail présente les Human-Animal Studies, afin d'analyser en détail, dans les deuxième et troisième parties, la relation entre les animaux et les personnages principaux du roman. La deuxième partie se concentre sur les animaux du village, c'est-à-dire les chèvres. Perçus avant tout comme des animaux de rente, les chèvres jouent des rôles tout aussi importants mais très différents pour le grand-père, Peter et Heidi et leur processus de développement. La troisième partie du travail est consacrée aux animaux de la ville, et donc aux chats et à leur relation avec les personnages principaux. En tant qu'animaux domestiques, les chats jouent un rôle différent de celui des animaux de ferme dans les villages ; c'est ce que montre la relation entre la protagoniste principale Heidi et les chatons qu'elle trouve dans un clocher de Francfort, ainsi que les relations contradictoires que Klara Sesemann, paralysée, et Mademoiselle Rottenmeier entretiennent avec ces animaux. L'objectif de ce mémoire est de montrer le rôle que jouent les animaux dans l'évolution des protagonistes - en particulier Heidi - et de se demander dans quelle mesure le roman reflète les ambivalences de la relation changeante entre l'homme et l'animal à l'époque de l'industrialisation dans la différence entre animal de rente et animal domestique. / This master thesis deals with the human-animal relationships in the children’s novel Heidis Lehr- und Wanderjahre (1880) by the Swiss author and children's book writer Johanna Spyri.The modern field of human-animal studies, also known as animal studies, provides the theoretical framework for the literary analysis of this classic of German children's and youth literature, which is one of the most famous children's books in the world, not least because of its modern film adaptations. The first part presents human-animal studies as a field of study, while the second and third part offers a detailed analysis of the relationship between the animals and the protagonists of the novel. The second part concentrates on the animals in the village, especially the goats. Perceived primarily as livestock, the goats play important but very different roles for the grandfather, Peter and Heidi and for their personal development. The third part of the work deals with the animals in the city, namely the cats and their relationship to the main characters. As pets, cats play a different role to the animals kept as farm animals in the countryside; this can be seen in the relationship between the main protagonist Heidi and the kittens she finds in a church tower in Frankfurt, as well as in the contrasting relationships that the crippled Klara Sesemann and Miss Rottenmeier have with these animals. The aim of this thesis is to show the role that animals play in the development of the protagonists - especially Heidi - and to ask to what extent the novel reflects the ambivalences of the changing relationship between humans and animals in the age of industrialisation, with a distinction between domestic animals and farm animals. / Die vorliegende Arbeit beschäftigt sich mit den Mensch-Tier-Beziehungen im Entwicklungsroman Heidis Lehr- und Wanderjahre (1880) der schweizerischen Schriftstellerin und Kinderbuchautorin Johanna Spyri. Die moderne Teildisziplin HumanAnimal Studies, auchTierstudien genannt, stellt den theoretischen Rahmen für die literaturwissenschaftliche Analyse dieses Klassikers der deutschsprachigen Kinder- und Jugendliteratur dar, der nicht zuletzt wegen moderner Verfilmungen zu den bekanntesten Kinderbüchern der Welt gehört. Im ersten Teil der Arbeit werden die Human-Animal-Studies vorgestellt, um im zweiten und dritten Teil die Beziehung zwischen den Tieren und den Hauptfiguren des Romans im Detail zu analysieren. Der zweite Teil konzentriert sich auf die Tiere im Dorf, also die Ziegen oder Geißen, wie sie im Text genannt werden. Vor allem als Nutztiere wahrgenommen, spielen die Geißen für den Großvater, Peter und Heidi und ihren Entwicklungsprozess wichtige, wenn auch unterschiedliche Rollen. Im dritten Teil der Arbeit geht es um die Tiere in der Stadt, und somit um die Katzen und ihre Beziehung zu den Hauptfiguren nämlich. Als Haus- bzw. Heimtiere spielen die Katzen eine andere Rolle als die als Nutztier gehaltenen Tiere auf dem Dorf; das wird gezeigt an der Beziehung von der Haupt-Protagonistin Heidi mit den Kätzchen, die sie in einem Frankfurter Kirchturm findet, ebenso wie an den konträren Beziehungen, die die gelähmte Klara Sesemann und Fräulein Rottenmeier zu diesen Tieren haben. Ziel dieser Arbeit ist zu zeigen, welche Rolle die Tiere für die Entwicklung der Protagonisten – insbesondere Heidi – spielen und zu fragen, inwiefern der Roman die Ambivalenzen der sich wandelnden Mensch-Tier-Beziehung in der Zeit der Industrialisierung im Unterschied zwischen Nutz- und Haustier widerspiegelt.

My work explores aspects of the hierarchy between animal and human. I aim to find out how we as humans act, and how we treat animals in a not very humanised way. How would it look like if we would change place with the animals? To explain the different aspects of humanity, the work includes a symbolic language. I use different human coded objects, that works as an index that I’m creating during the master education. Among these objects are for example a hotdog, pommes frites and a bowl with cereals. During the process, another aspect has been added to the specified objects; the children perspective. Since children are more open minded and haven’t learned the structure of society yet, they are a great inspiration for me to learn how to look beyond the hierarchies in society. How do we as humans think before we learn how we should be thinking?  One of the symbols I use is the cow, that works as a symbol for the animal. I have chosen to work with the cow since it is an animal that we use as humans to get milk and meat from, yet the cow is assisting and accepting us no matter what we do to them. I feel sorry for the cow, being a calm animal with no intention to do harm, at the very same time as we as humans kill them with no mercy. As a symbol for the human, I use Leif GW Persson. He is a Swedish TV personality taking and getting a lot of space in everyday society, for example in Swedish television. This project has an ambition to find out more about the hierarchies between different species (including the human). In order to tell the story through children, I have had workshops with them and gotten influenced by their ideas in the making of the installation and embodiment. This is a way for me to get “dehumanised” since children has less time living as human beings and haven’t yet learned how they should behave.  The workshops works as one method in my project, while another method that I’m using is the sloppy craft. Through this method I aim to both show a more childish and naive way of working with textiles, to make it be looking more as if a child would have made it. It’s also a way for me to question the traditions within textile craft, and to challenge the hierarchic system between fine art and the craft field. Furthermore, it’s of importance to me challenging traditions of personal reasons, since I have always been very law-abiding in general and a so called “good girl”, wanting to be accepted by everyone. Through my artwork I am breaking these rules and that is also a big reason why I’m doing what I’m doing. The most important message in my work is still to highlight the hierarchy between animal and human, and I aim to do it with the help of sloppy craft and children.

This paper intends to examine animal portrayal in literature with the guidance of three literary works; Charlotte’s Web, The Call of the Wild and The Guest Cat. The overall purpose is to explore the representation of animals in text and see what it possibly could show about our – the humans – view of animals. Through this I investigate what we do when we interpret animals in text and how this portrayal can effect animals, with the help of a moral philosophical angle. I put focus on how the view of animals can be effected depending on if one sees animals as an object or a subject – someone or something. Questions used are: How are animals portrayed in this fiction? What can this portrayal show about our relationship with – and view of – animals? The analysis show consequences of both sides through the thought that both views still can be a sign of power over animals, since we never completely can understand animal’s thoughts or actions. I argue, however, that there still is a value to reflect about the animal in literature because it can demonstrate a shifting animal view and let us reflect not only about the animals in literature ­– but in the reality as well. / Denna uppsats ämnar undersöka djurs gestaltning i litteratur med vägledning av tre litterära verk; Charlotte’s Web, The Call of the Wild och Gästkatten. Det övergripande syftet är att undersöka representationen av djur i text och se vad de möjligtvis kan säga om vår – människans – djursyn. Genom detta undersöker jag vad vi gör när vi tolkar djur i text och hur denna gestaltning kan påverka djur, med hjälp av en moralfilosofisk vinkel. Denna vinkel lägger fokus på hur djursynen kan påverkas beroende på om man ser djur som objekt eller subjekt – någon eller något. Frågeställningarna är: Hur gestaltas djur i denna fiktion? Vad kan denna gestaltning säga om vår relation till – och syn på – djur? Analysen visar konsekvenser av båda sidor genom tanken att båda ändå kan vara ett tecken på makt eftersom vi aldrig helt kan förstå djurs tankar och handlingar. Jag argumenterar däremot att det ändå finns ett värde att reflektera kring djurbilden i litteratur eftersom det kan demonstrera en skiftande djursyn och låta oss reflektera kring djur inte bara i litteraturen – men i verkligheten. ­

The thesis deals with a relationship between humans and animals. In particular, it focuses on a trend of inclusion and exclusion of animals to/from society. Main research questions are designed to answer a question how the dynamics of this trend looks. A dynamic of moral status of animals, legal status of animals, symbolic status of animals and a status of another living being is examined on the European society from antiquity to the present. This time period is divided into 7 parts. The thesis explores not only the dynamics of the statuses, but also their interaction. The symbolic establishment of human - animal boundaries in the European history is considered as well. The thesis reflects essential turning points and tendencies which had the influence on the trend of inclusion and exclusion of animals to/from society. Reader should get the basic knowledge about the development of human - animal relationship through the history.

“Doctor Moreau and The Hunt for The Ethical Figure. From unsuccessful man-making to respectful relations with Jacques Derrida, Donna Haraway and H. G. Wells” In H. G. Wells’ science fiction novel, The Island of Doctor Moreau (1896), a scientist on a remote island in the Pacific Ocean attempts to create humans from animals. Wells draws on Charles Darwin’s theories on the origins of species and the descent of man to create a horror story in which the uniqueness of the human is called into question. This study uses the novel to investigate the re-emergent interest in human-animal relations, within the natural sciences as well as the arts and humanities, in the past twenty years. In what is often termed “the Animal Turn,” theorists such as Jacques Derrida and Donna Haraway, who are at the centre of this study, have dedicated a significant amount of their work to the animal question and in particular to the ethics of inter-species relationships. Furthermore this essay stages the interaction of fiction and theoretical discourse in an analysis that probes challenges inherent to the relations of humans to other species, such as the practice of eating meat, the killing of animals, and animal rights. Moreover, it considers how the figure of the animal has been used to define the human, as well as to dehumanize people in the justification of abuse and persecution. However, human-animal ethics also has positive connotations, discussed through the figures of positivity and possibility in play, sharing, contact and responsive responsibility. Taking its inspiration from Karen Barad’s method of diffraction, this study foregrounds new pattern-making while exploring how Derrida’s and Haraway’s strategies for formulating a new ethics are present in their use of tropes and figures. / Science fiction-romanen The Island of Doctor Moreau skrevs 1896 och handlar om hur en vetenskapsman på en avlägsen ö i Stilla havet försöker skapa människor av djur. Författaren H. G. Wells inspirerades av Darwins teorier om arternas uppkomst till att skriva en skräckberättelse där mänsklighetens unikhet sätts ur spel. Den här studien använder Wells text i syfte att undersöka hur relationen mellan människor och andra arter har kommit att få ett nytt intresse inom en mängd olika vetenskapliga, praktiska och konstnärliga ämnen i slutet av 1900-talet och början av 2000-talet, något som har kommit att kallas ”The Animal Turn”.  I centrum för studien återfinns teorier formulerade av filosofen Jacques Derrida och den feministiska vetenskapsteoretikern och biologen Donna Haraway. Båda två har ägnat stor del av sina respektive arbeten åt djurfrågan, framför allt med enträget intresse för hur ett etiskt förhållande mellan arter kan se ut. Studien låter romanen och de teoretiska texterna samverka i en analys som diskuterar utmaningar i människa-djur-relationer – som köttätande, dödande och rättigheter. Människan har till exempel använt sig av djuret för att definiera sig som människa, men också för att dehumanisera andra människor, och därmed kunnat utnyttja eller våldföra sig på dessa människor. Men människa-djur-etiken har också positiva aspekter: kontakt över språkgränser, att tillsammans utgöra världsmedborgare som alla består av och är beroende av varandra, att dela lek och arbete, att se och upptäcka den andre.  Med inspiration från Karen Barads användning av metoden diffraktion vill den här uppsatsen utforska Derridas och Haraways strategier för att formulera en ny etik genom bruket av figurer och troper.

Global initiatives regarding environmental change have increasingly become part of political agendas and of our collective imagination. In order to form sustainable societies, education is considered crucial by organizations such as the United Nations and the European Union. But how is the notion of sustainability imagined and formed in educational practices? What does sustainability make possible, and whom does it involve? These critical questions are not often asked in educational research on sustainability. This study suggests that the absence of critical questions in sustainability education is part of a contemporary post-political framing of environmental issues. In order to re-politicize sustainability in education, this study critically explores how education—as an institution and a practice that is supposed to foster humans—responds to environmental change. The aim is to explore how sustainability is formed in education, and to discuss how these formations relate to ideas of what education is, and whom it is for. This interdisciplinary study uses theories and concepts from cultural studies, feminist theory, political theory, and philosophy of education to study imaginaries of the unknown, nonhuman world in the context of education. The focus of the empirical investigation is on teacher education in Sweden, and more precisely on those responsible for teaching the future generations of teachers – the teacher instructors. With help from empirical findings from focus groups, the study asks questions about the ontological, political, and ethical potential and risk of bringing the unknown Other into education. / Utbildning har globalt fått en central roll i strävanden efter att skapa hållbar utveckling. Initiativ tagna av såväl Förenta Nationerna som Europeiska Unionen, där utbildning och hållbarhet kopplas samman, vittnar om att frågor som rör miljöförändringar har blivit allt viktigare både på de politiska agendorna och i våra kollektiva, kulturella föreställningsvärldar. Men hur formas begreppet hållbar utveckling när det ska göras undervisningsbart? Vilka framtider möjliggör hållbar utveckling i utbildningssammanhang och vem inkluderas i begreppet? Frågor av kritisk karaktär är ofta frånvarande i tidigare utbildningsforskning som rör hållbar utveckling. Denna avhandling tar sin utgångspunkt i att frånvaron av kritiska frågor kan ses som del i en samtida postpolitisk inramning av miljöfrågor i såväl utbildningssammanhang som i samhället i stort. Studien undersöker hur utbildningsväsendet, som är en central institution i fostrandet av framtidens medborgare, tar sig an frågor som rör miljöförändringar. Syftet med studien är att undersöka hur hållbar utveckling formas genom utbildning samt att diskutera hur dessa formationer relateras till idéer om vad utbildning är och vem som ska utbildas. På så vis söker studien också efter sätt att re-politisera hållbar utveckling i utbildningssammanhang. Avhandlingen är tvärvetenskaplig och använder teorier och begrepp från kulturstudier, feministisk teori, politisk teori och utbildningsfilosofi för att studera vad utbildning som relaterar till natur- och miljöfrågor möjliggör. Empiriskt undersöks svenska lärarutbildare, som ansvarar för att utbilda framtidens lärare. Studien ställer frågor om ontologiska, politiska och etiska aspekter av att öppna upp utbildningen för det som ligger bortom mänsklig kontroll och kunskap. / Sustainable development as an area of knowledge

In reading The story of Edgar Sawtelle, this essay applies posthuman studies with animal studies and disability studies to analyse how the communication between species occur and how boundaries are expanded. Non-verbal language is closely examined and argued to be just as viable as verbal language in the making of relationships and subjects in literature. By applying posthumanism, biological research and a non-anthropocentric way of thinking one can evolve from the notion that humans are the only subjects which matter, something that has been verified because non-human animals never have been given a voice or an acknowledgment of a language. What happens in a novel when the main protagonist is lacking the ability to speak verbally, when verbal language is what has constructed human exceptionalism over all the other species? / Denna uppsats tillämpar posthumanistiska studier med djurstudier och funktionshinder-studier för att analysera hur kommunikationen mellan arter äger rum och expanderar gränser i David Wroblewskis roman The Story of Edgar Sawtelle. Icke-verbalt språk undersöks och argumenteras vara lika betydande som verbalt språk vid skapandet av relationer och subjekt i litteratur. Genom att applicera posthumanism, biologisk forskning och ett icke-antropocentriskt sätt att tänka kan man avveckla tanken om att människan är det enda subjekt som räknas, detta är något som enbart verifierats eftersom icke-mänskliga djur aldrig fått någon agens eller bekräftande att de har rätten till en röst. Vad händer i en roman när protagonisten saknar förmågan till verbalt språk, när det verbala språket är central som verkning i mänsklig exceptionalism?