This article offers a novel foray into International Mindedness and posthuman theory. International Mindedness (IM) underpins the International Baccalaureate’s aim to achieve a better and more peaceful world. However, in a global context of planetary emergency and widening inequalities it seems imperative to rethink IM in posthumanist frame, that is, beyond anthropocentric notions of education which privilege human exceptionalism. The reconceptualization of IM as Relational Becoming is illuminated through five theoretical propositions which are illustrated empirically using ‘material moments.’ Relational Becoming rejects mind/body binaries; affirms nonhuman-human assemblages; enables distributed agency; enacts ethics of response-ability; and engages past/present entanglements. ‘Posthumanizing’ IM through the concept of Relational Becoming prompts more nuanced insights into educational privilege, nation-states, globalism, and enduring colonialist inheritances.
|Number of pages||18|
|Journal||The International Journal of Development Education and Global Learning|
|Early online date||15 Dec 2020|
|Publication status||Published - 15 Dec 2020|
- Relational Becoming, International Mindedness, posthumanism, anthropocentrism, nonhuman-human relations, International Baccalaureate
ASJC Scopus subject areas
- Social Sciences(all)
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Elisabeth Barratt Hacking
- Department of Education - Deputy Head of Department
- Centre for Qualitative Research
Person: Research & Teaching