D369 - Webinar - Exploring the Boundaries of the Self: Posthuman Approaches to Literary Texts
- Ciclo: 2021
- Nivel: Distance
- Idioma: Inglés
- Estado: Terminado
- Lugar: Distance
- Capacitador/es: María Cecilia Pena Koessler, Florencia Perduca
El curso elegido no admite nuevas inscripciones
Colegios Afiliados No arancelado
Centros de Examen ARS 3600.00
No afiliados ARS 3600.00
|1||22 Feb 2021||10:00 AM||11:30 AM|
|2||23 Feb 2021||10:00 AM||11:30 AM|
Capacitador/esMaría Cecilia Pena Koessler
Graduate Teacher of English at Primary level and at Secondary level from I.E.S en Lenguas Vivas "J. R. Fernández." Postgraduate course in Medieval and Renaissance Literature at I.E.S en Lenguas Vivas "J.R. Fernández." MA in Literary Linguistics (University of Nottingham). She teaches English Literature I and Children's Literature at I.S.P. J.V.González and I.E.S. en Lenguas Vivas "J.R. Fernández" Teacher Training Colleges and IGCSE and IB literature at secondary schools. She has participated in research projects on Intercultural Awareness and Border literacy. She has co-authored "Little Stars" pre-primary series and "Our Stories" primary series for Pearson and designed creative writing and literature materials for other series (Pearson and Macmillan).
Florencia Perduca, Graduate Teacher of English and Literary Translator from I. E. S en Lenguas Vivas "J. R. Fernández", MA in Literary Linguistics (University of Nottingham), is an ESSARP course coordinator specialised in Literatures in Englishes, Postcolonial Theory and Border Literacy. She teaches Literature in Englishes at I.E.S. en Lenguas Vivas "Juan Ramón Fernandez", and ISP "Joaquín V Gonzalez", Cultural Studies at ENS en Lenguas Vivas "Sofía E. Broquen de Spangenberg", Postcolonial and Border Literatures at Licenciatura en Lengua Inglesa, Universidad Nacional del Litoral and Latin American Studies at UCA. She has been teaching IGCSE and AS Language and Literature at various schools. She has led research projects on Intercultural Awareness and Border Literacy and has designed literary and intercultural resource materials.
Teachers interested in Literature, Philosophy and Critical Pedagogies
We will aim at:
- Defining the posthuman turn, its mains notions and tenets.
- Deconstructing the literary representation of humanism.
- Exploring texts that depict the human, the non-human, the transhuman and the inhuman.
- Reading a set of texts that cater for both primary and secondary school classrooms from a posthuman perspective by carrying forward a transdisciplinary approach to literature.
- Exploring Posthuman Pedagogy and its instrumental and formative contribution.
• Human anthropocentrism vs. posthuman
• Posthumanism vs. Transhumanism
• The non-human, the inhuman, the anti-human
• Landscapes, territories and boundaries
• New Perspectivism
• A set of literary texts to explore posthuman issues and turns: children’s literature, literary classics, texts in Englishes.
• Posthuman Pedagogy: helping learners engage critically and empathically
1) Presentation and discussion of how to approach Literatures in Englishes through posthuman approaches 2) Exploration of posthuman theories and their main tenets. 3) Reading of a selection of literary extracts (children’s literature, literary classics, literatures in Englishes) as resource materials for critical and empathic education in the light of the theoretical frameworks proposed 4) Presentation of Posthuman Pedagogy, its main tenets and its didactic implications and contribution to intercultural education. Zoom: Date: 22 & 23 february Time: 10.00 a.m. - 11.30 a.m.
-Bayley, A (2018). Posthuman Pedagogies in Practice: Arts based approaches for developing participatory futures. London: Palgrave Macmillan.
-Braidotti, R. (2013). The Posthuman. Cambridge: Cambridge University Press.
-Clarke, B. & Rossini, M. (2017). Literature and the Posthuman. Cambridge: Cambridge University Press.
-Grusin, R. (2015). The Nonhuman Turn. London: University of Minnesota Press.
-Lyotard, J. (1988). The Inhuman: reflections on time. Translated Geoffrey Bennington. Stanford: Stanford University Press.