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Childhood, science fiction, and peda...

Gibbons, Andrew.

Childhood, science fiction, and pedagogychildren ex machina /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Childhood, science fiction, and pedagogyedited by David W. Kupferman, Andrew Gibbons.
其他題名:	children ex machina /
其他作者:	Kupferman, David W.
出版者:	Singapore :Springer Singapore :2019.
面頁冊數:	x, 229 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	Science fictionHistory and criticism.
電子資源:	https://doi.org/10.1007/978-981-13-6210-1
ISBN:	9789811362101$q(electronic bk.)

Childhood, science fiction, and pedagogychildren ex machina /
Childhood, science fiction, and pedagogychildren ex machina /[electronic resource] :edited by David W. Kupferman, Andrew Gibbons. - Singapore :Springer Singapore :2019. - x, 229 p. :ill., digital ;24 cm. - Children: global posthumanist perspectives and materialist theories,2523-3408. - Children: global posthumanist perspectives and materialist theories..

Introduction: Why childhood ex machina? -- Part I Relationship -- Franken-education, or when science runs amok -- The monstrous voice: M.R. Carey's The Girl with All the Gifts -- Toy Gory, or the Ontology of Chucky: Childhood and killer dolls -- Part II Affect -- Through the Black Mirror: Innocence, abuse, and justice in "Shut Up and Dance" -- Your Android Ain't Funky (or Robots Can't Find the Good Foot): Race, Power, and Children in Otherworldy Imaginations -- Tension, Sensation, and Pedagogy: Depictions of Childhood's Struggle in Saga and Paper Girls -- Part III Pedagogy -- A Utopian Mirror: Reflections from the future of childhood and education in Aldous Huxley's Brave New World and Island -- Filling the mind: Cortical knowlege uploads, didactic downloads, and the problem of learning in the future -- Heretic Gnosis: Education, children, and the problem of knowing otherwise -- "Life is a Game, So Fight for Survival": The neoliberal logic of educational colonialism within the Battle Royale Franchise -- Part IV Conclusion -- Children and Pedagogy Between Science and Fiction.

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.

ISBN: 9789811362101$q(electronic bk.)

Standard No.: 10.1007/978-981-13-6210-1doiSubjects--Topical Terms:

192346
Science fiction
--History and criticism.

LC Class. No.: PN3433.6

Dewey Class. No.: 809.38762

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520 $a 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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