Parasitic pedagogies and materialities of affect in veterinary education

The present article contributes a critical post-humanist analysis of emotion, education, and human–animal relations, including a reinterpretation of previous research on “shared suffering” (Haraway, 2008 and Porcher, 2011) in human–animal instrumental encounters. Considering how formal education, particularly a professional education program such as veterinary medical education that relies heavily on scientific “facts” about animals and biotechnology, recruits bodily and sensory affect to mediate techniques of animal exploitation, the article asks how we can begin to make sense of such an affective animal didactics? Drawing on ethnographic material from three events in theoretical and practice-oriented veterinary education, the article explores how bodily and sensory human/animal/technology intimacy enters education as a pedagogical device and as a subtle reinforcement of bio-economic parasitism on farmed animals' productive and reproductive capacities. The article reworks the notion of “shared suffering” into forms of modulation and distribution of affect to conceptualize a particular didactics of incorporating human/nonhuman interaction in the bio-economic microphysics of education.