Childhood, Science Fiction, and Pedagogy

Children Ex Machina

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Philosophy & Social Aspects, Social & Cultural Studies, Social Science
Cover of the book Childhood, Science Fiction, and Pedagogy by , Springer Singapore
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Author: ISBN: 9789811362101
Publisher: Springer Singapore Publication: April 24, 2019
Imprint: Springer Language: English
Author:
ISBN: 9789811362101
Publisher: Springer Singapore
Publication: April 24, 2019
Imprint: Springer
Language: English

This book invites readers to both reassess and reconceptualize definitions of childhood and pedagogy by imagining the possibilities - past, present, and future - provided by the aesthetic turn to science fiction. It explores constructions of children, childhood, and pedagogy through the multiple lenses of science fiction as a method of inquiry, and discusses what counts as science fiction and why science fiction counts.

The book examines the notion of relationships in a variety of genres and stories; probes affect in the convergence of childhood and science fiction; and focuses on questions of pedagogy and the ways that science fiction can reflect the status quo of schooling theory, practice, and policy as well as offer alternative educative possibilities. Additionally, the volume explores connections between children and childhood studies, pedagogy and posthumanism. The various contributors use science fiction as the frame of reference through which conceptual links between inquiry and narrative, grounded in theories of media studies, can be developed.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This book invites readers to both reassess and reconceptualize definitions of childhood and pedagogy by imagining the possibilities - past, present, and future - provided by the aesthetic turn to science fiction. It explores constructions of children, childhood, and pedagogy through the multiple lenses of science fiction as a method of inquiry, and discusses what counts as science fiction and why science fiction counts.

The book examines the notion of relationships in a variety of genres and stories; probes affect in the convergence of childhood and science fiction; and focuses on questions of pedagogy and the ways that science fiction can reflect the status quo of schooling theory, practice, and policy as well as offer alternative educative possibilities. Additionally, the volume explores connections between children and childhood studies, pedagogy and posthumanism. The various contributors use science fiction as the frame of reference through which conceptual links between inquiry and narrative, grounded in theories of media studies, can be developed.

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