ABSTRACT

While both human-animal studies (HAS) and explorations of the educative potential of animals in classrooms have exploded in recent decades, the different roles served by classroom pets in the history of the American curriculum have received scant critical attention. Pets were a central feature of family life since the founding of the American Republic, but primary sources in American education lack a systematic coverage of classroom pets. It was not until later in the twentieth century that more focused attention was given to classroom pets within the curriculum as a means of navigating difficult and contentious subject matter – through sex education, death education, and in helping alleviate student alienation. Classroom pets ultimately served as authentic beasts of burden in helping teachers navigate heavy subject matter often outside of their comfort zones. This article aims to illustrate these particular roles within the American curriculum through current HAS perspectives and inquiries.

摘要

虽然近几十年来人类与动物研究 (HAS) 和对动物在课堂上的教育潜力的探索都呈爆炸式增长，但课堂宠物在美国课程历史中所扮演的不同角色却很少受到批判性关注。自美利坚合众国成立以来，宠物一直是家庭生活的核心特征，但美国教育的主要来源缺乏对课堂宠物的系统报道。直到 20 世纪后期，人们才更加关注课程中的课堂宠物，作为通过性教育、死亡教育和帮助缓解学生疏离感来解决困难和有争议的主题的一种手段。课堂宠物最终成为了真正的负重动物，帮助教师在他们的舒适区之外驾驭繁重的主题。本文旨在通过当前的 HAS 观点和调查来说明美国课程中的这些特殊角色。