Purpose

This paper addresses two main questions: What is taught about animal ethics in primary school and how. Are these messages challenged by the students and, in that case, how and why? This is discussed in the light of Critical Animal Pedagogies.

Design/methodology/approach

The findings drawn upon in this paper are from a critical human-animal ethnographic study carried out in three Swedish primary schools between 2012 and 2017 using a case study approach of interviews, observation and intervention.

Findings

This paper suggests that children's subtle ways of resisting and negotiating their own space in the face of adultism, which is the power adults exercise over children, are an ongoing struggle which can both destabilize anthropocentrism and open up space for new pedagogical practice.

Originality/value

This paper explores the implications of and possibilities for teaching and learning given the positions of human children and non-human animals intersect, foremost exploring the agency of children in the school environment.

中文翻译：

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关键生物：儿童是后人类教学法的开拓者

目的

本文讨论了两个主要问题：小学关于动物伦理学的知识以及方法。这些信息是否受到学生的挑战，在这种情况下，如何以及为什么？将根据关键动物教学法对此进行讨论。

设计/方法/方法

本文得出的结论来自于2012年至2017年间在瑞典三所小学进行的一项重要的人类动物人种志研究，该研究采用了访谈，观察和干预的案例研究方法。

发现

本文认为，面对成人主义，孩子们抵抗和谈判自己空间的微妙方式是成年人对孩子行使的权力，这是一场持续不断的斗争，既会破坏人类中心主义的稳定，又会为新的教学实践打开空间。

创意/价值

鉴于人类儿童和非人类动物的位置相交，本文探讨了教与学的意义和可能性，其中最重要的是探索儿童在学校环境中的活动能力。