Post-anthropocentric pedagogies: purposes, practices, and insights for higher education

What does it mean to teach in higher education (HE) from vantage points that do not privilege human self-interest, but include nonhuman animals as significant subjects of educational practice? This paper addresses human-animal relations a nascent area HE pedagogy. It explores premises of, and approaches post-anthropocentric pedagogies through an examination wide range teacher experiences expressed research literature the area. Emerging this contested sometimes controversial terrain landscape are three key pedagogical aspects educators across disciplines seem share; can offer important insights for development HE: A passion commitment critical inquiry; innovative ways connecting theoretical subject matter life outside university; embracing risk-taking teaching learning process necessary part teachers’ reflective practice.