How do we know if animals can think? In extension of the previous debate on human-animal relations, this book analyzes the conditions and contexts of the scientific acquisition of our knowledge of animals. The current discussions within animal philosophy revolve around the three central questions of whether we can attribute a mind to animals, what…[Read more]

In current debates about the relationships between humans and nonhuman animals, knowledge about animals is often adopted from the sciences. However, this largely ignores the fact that relationships of this kind also exist in empirical animal research and that these constellations between researchers and the researched have both ethical and…[Read more]

Animal welfare and animal rights issues have reached the curricula, agendas and priorities of a wide range of educational institutions and initiatives. Their actors are faced with the challenge of not only explaining the relevance of animal ethics and animal rights, but also conceptualising how to teach them: How can animal protection and animal…[Read more]

Because of its material characteristics, the sonic poses a challenge to the influential paradigm of religion as mediation. This article makes a case for a neo-phenomenological analytic of atmospheres in order to do justice to the sonic in anthropological approaches to religion. Approaching the sonic as atmospheric half-things, I propose a…[Read more]

In this essay I focus on language among people of South Asian background in a diasporic location, Mauritius, for two reasons. First, language has often been considered as one of the cultural elements whose persistence may yield clues about the production of diasporic identity. However, diasporas do not exist objectively on the basis of a…[Read more]

Teaching the Holocaust in School. Greek particularities. The Why

Introduction to the poetry of Mohammad Zaman.

The proliferation of work by autistic writers continues apace, defying a long and multidisciplinary tradition of constructing autistic people as lacking the capacity for narration. To study neurodivergent literature, then, is to witness the refusal of these exclusionary narrative conventions, and to register the ideological presuppositions that…[Read more]