Those Who Want to Play: Pursuing Animal Politics in Upbringing and Education

Marija Bulatović


Education is based on intergenerational divisions into the separate worlds of childhood, adulthood, and seniority which educational scientists further divide into even smaller stages. In this paper, in order to problematize the defined modalities of the existence of a child, an adult, and an elderly individual, I will prompt the rooted opinion that play is characteristic of childhood, while the game is typical of later stages. I intend to find in the human lifespan the moments when, after childhood, an adult abandons to play, and to propose the manners of overcoming the intergenerational differences in formal education as a field for surpassing the given in the entanglement of education and life. To surpass the given is extremely important at a time when education is instrumentalized. One of the ways the human can surpass the given is if they extract from play the principle which Massumi calls ludic expressionesqueness that is not immediately noticeable and that has the potential to reinvigorate both educational practices and life itself. Finally, I will examine theories of education and educational practices to see if they have strengths they can rely on in inspiring ethico-aesthetic practices of becoming with the world.


Article received: April 20, 2020; Article accepted: July 1, 2020; Published online: April 15, 2021; Original scholarly paper


How to cite this article: Bulatović, Marija. "Those Who Want to Play: Pursuing Animal Politics in Upbringing and Education." AM Journal of Art and Media Studies24 (2021): 15–27. DOI: 10.25038/am.v0i24.418


animal play; ludic expressionesqueness; education; play within formal education; speculative pragmatism.

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