[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597519-105":59,"doc-detail-597519-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","representing-animal-others-in-educational-research","Representing Animal Others in Educational Research","","This paper examines the ethical consequences of representing nonhuman animals in educational research. It argues that research depictions of animal-others can either dismantle “othering” processes or strengthen them. The discussion presents alternative representation options, supported by concrete examples from researchers’ methodological and representational decisions, including the author’s own qualitative narrative work. It also addresses how to assess the quality and effectiveness of less common representational forms.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/representing-animal-others-in-educational-research/597519/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/representing-animal-others-in-educational-research/597519.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What ethical focus does the paper emphasize about animal representation in research?","Question",{"text":112,"@type":113},"It emphasizes the ethical implications of how nonhuman animals are represented in educational research, including whether such representations “other” animals or work against othering.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How can animal-others be represented in ways that either reinforce or reduce “othering”?",{"text":117,"@type":113},"The paper argues that research representations can either break down processes of “othering” or reinforce them, depending on methodological and representational choices.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the paper suggest about evaluating alternative forms of representation?",{"text":121,"@type":113},"It considers questions related to evaluating the quality and effectiveness of alternative and less common forms of representation in research.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597519,1792230695,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Representing Animal Others in Educational Research Gail J. Kuhl, Lakehead University, Canada  \nAbstract  \nThis paper encourages environmental and humane education scholars to consider the ethical implications of how nonhuman animals are represented in research. I argue that research representations of animals can work to either break down processes of “othering,” or reinforce them. I explore various options for representing other animals, including concrete examples demonstrating some researchers’methodological and representation choices (including my own) . Finally, I consider questions pertaining to evaluating the quality and effectiveness of alternative and less common forms of representation.  \nRésumé  \nLe présent article encourage les universitaires œuvrant en éducation environnementale et humaine à se pencher sur les implications éthiques des différentes façons de représenter les animaux non humains en recherche. J’avance que les représentations des animaux en recherche peuvent soit diminuer les processus d’« aliénation », soit les renforcer. J’examine diverses options dereprésentation des animaux, donnant des exemples concrets illustrant les choixméthodologiques et représentationnels de chercheurs (y compris les miens) . Enfin, je me penche sur des questions relatives à l’évaluation de la qualité et de l’efficacité d’autres formes de représentation moins courantes.  \nKeywords: humane education, environmental education, research representations, animal-others,“othering,” alternative forms of representation  \nAs a master’s student in education, I set out to research what we can learn from the relationships that grow between mushers and working sled dogs. Having been a musher myself, I believed these relationships could be both deep and rich in quality, and were worthy of study. I completed a qualitative, narrative-style study in which I interviewed eight mushers, encouraging them to share stories, anecdotes, pictures, and art that shed light on their interspecies relationships with sled dogs (Kuhl, 2011) . I thought that by collecting stories from mushers about their time with dogs, I could capture some understanding of these relationships. It wasn’t until after the study, however, that I gave thought to how the dogs’ experiences may or may not have been captured and represented. Obviously, it was the mushers’ ideas and perspectives about the relationships that I was exploring and representing, not the experiences of the dogs themselves. I wondered, could I have done a better job of also capturing  \n106 Canadian Journal of Environmental Education, 16, 2011  \nthe dogs’ experiences? Later, having had time to reflect on the process as well as read others’ research (in education and the social sciences) focused on human relationships with animal-others, I began to critically contemplate research choices involving the representation of nonhuman animals and what these choices may mean for the animals themselves.  \nThe processes of researching and representing other animals puts us, as researchers, in a position of power. Therefore, in developing my PhD research on wolf education (where I will conduct case studies of wolf education programs involving live wolves), I wanted to seriously consider the process, and the possible subsequent effects for nonhuman animals, prior to delving in. Russell (2005) addresses the importance of this issue when she writes that “other beings are likely not remotely interested in our research and writing, busily getting on with their own existence, yet they are profoundly, materially, impacted by our inscriptions”(p. 435) .  \nIn this paper I explore the important question,“How do we, as humane and environmental education researchers, represent animal-others 1 in our research?” I begin by situating human-animal relations work within educational research. Next, I provide a brief background of issues pertaining to representing the “other,” discussing how nonhuman animals have been “othered.” I ask ethical","cbCaid5h1B8Ovile","https://ap.wps.com/l/cbCaid5h1B8Ovile","pdf",148892,17,"English","# Abstract\n## Ethical implications of representing animal-others\n## Options for representation and evaluation\n# Human-animal studies in education\n## Historical, socio-cultural, and political complications\n## From positivist science to social science credibility","[{\"question\":\"What ethical focus does the paper emphasize about animal representation in research?\",\"answer\":\"It emphasizes the ethical implications of how nonhuman animals are represented in educational research, including whether such representations “other” animals or work against othering.\"},{\"question\":\"How can animal-others be represented in ways that either reinforce or reduce “othering”?\",\"answer\":\"The paper argues that research representations can either break down processes of “othering” or reinforce them, depending on methodological and representational choices.\"},{\"question\":\"What does the paper suggest about evaluating alternative forms of representation?\",\"answer\":\"It considers questions related to evaluating the quality and effectiveness of alternative and less common forms of representation in research.\"}]","Representing Animal Others in Educational Research | PDF",1792085166,43]