ABSTRACT

Deborah Britzman’s remarkable question, ‘What holds education back?’, appears more urgent than ever in a world of accelerating environmental crises, climate change, and what has been described as omnicide – the annihilation of everything. What, then, holds education back from initiating radical change under these urgent conditions? This paper introduces the notion of ‘institutional anxiety’ as a consolidating force and explores how it may condition possibilities for resistance. Bringing examples from ethnographic fieldwork and experiences of course development in conversation with psychoanalytic and schizoanalytic thought, a key catalyst of institutional anxiety is discussed: Anxiety related to ‘the question of the animal’ as a threat to human exceptionalism in educational practice and research. Confronting these anxieties could open new modes of being and acting in academic space and give interspecies ethics, justice and sustainability a chance to develop in omnicidal times.

摘要

黛博拉·布里兹曼（Deborah Britzman）提出的一个引人注目的问题：“什么阻碍了教育？”在环境危机，气候变化以及被称为杀人杀人罪的世界日益加剧的情况下，显得比以往任何时候都更为紧迫–毁灭一切。那么，在这些紧急情况下，什么阻碍了教育从根本上发起变革呢？本文介绍了“制度性焦虑”作为巩固力量的概念，并探讨了它如何限制抵抗的可能性。结合人种学的田野工作实例和课程开发经验，并与精神分析和精神分析思想进行对话，讨论了制度性焦虑的一个关键催化剂：与“动物问题”有关的焦虑对教育实践和研究中的人类例外主义构成威胁。面对这些焦虑，可以开辟新的生活方式和在学术空间中发挥作用的方式，并为种间伦理，正义和可持续性提供机会，使其在杀人时期得以发展。