Beyond the Human: Posthumanism, Inclusion and the Migrant Classroom
DOI:
https://doi.org/10.5281/zenodo.15051742Keywords:
posthumanism, polycrisis, migration, inclusive schoolsAbstract
This paper explores the concept of inclusive classrooms in a polycrisis or crisis-stricken world through a post-human lens by analyzing 500 photographs collected in Saltier Public Schools (SPS), a district known for its diverse linguistic and migrant populations. I use a post-human perspective to challenge anthropocentric biases, advocating for classrooms to consider the needs and perspectives of all beings, technologies, and environments. Findings highlight the importance of adaptability, technology integration, and community engagement, fostering inclusive spaces that support diverse learners in the face of global crises and ultimately addressing disparities faced by migrant students across the globe.
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Copyright (c) 2025 Patricia Virella
This work is licensed under a Creative Commons Attribution 4.0 International License.