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... the 1700s, British Baptist missionaries settled permanently in Limbe (at the time the town was named 'Victoria') on the coast of Cameroon. By the early 1870s, American Presbyterian missionaries had established settlements at Grand Batanga, where today the Chad-Cameroon Oil Pipeline extends eleven kilometres beneath the Atlantic Ocean (in a marine pipeline) to the floating storage offloading vessel (see Figure 4). ...
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Throughout the 20th century, several thinkers noticed that Technology was becoming a global phenomenon. More recently, US geologist Peter Haff claimed that a Technosphere is now in place and can be conceived as a new Earth geological system. This unprecedented situation is creating enormous challenges not only for our species, since more and more o...
While limitless growth is widely recognized as contradicting sustainability, tourism imaginaries are often overlooked as key agents in the perpetuation of growth-based and extractive development. The experience and consump- tion of regions being newly developed for tourism are often shaped by entrenched imaginaries of “untouched” nature, which have...
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... Dominant approaches in IR uphold the human-nature binary that shapes the Eurocentric notion of modernity and the liberal order narrative of progress. 114 'The society and nature dichotomy has helped to structure not only the way we organize our political economic systems and institutions, but also the division of labour between social and natural sciences.' 115 Thus climate policies seem to put their 'hopes in technology, and increasingly also in geoengineering, to mitigate greenhouse gas emissions and capture carbon. ...
This article addresses the broader question of the special issue by reflecting on
the coloniality of knowledge production in a context of global climate governance. We highlight key dynamics in which knowledge shapes climate policies and propose a decolonial approach at the nexus of academic knowledge production and policy formation by accounting for diverse ways of knowing climate justice. The article asks how to
develop a decolonial approach to researching climate justice in order to identify
the meaning-in-use of climate justice by affected people in what we describe as
sensitive regions of the Arctic and the Mediterranean. To this end, the article
proposes a research design that accounts for diverse ways of knowing and proceeds as follows: first, we will discuss how diverse ways of knowing are related
to global climate governance and climate justice; second, we outline our practicebased
research framework that addresses research ethics, decolonial approaches
and norm contestation; and third, we discuss how our approach can inform not
only the co-production of research in climate governance, but also current debates
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... Journal of Urban Mathematics Education Vol. 14, No. 2 11 structuring of an inquiry; b) the ontology(ies) by which any given model might proceed; c) the replicability or non-replicability of a given study, or, conversely, its dependability, or ability to have its processes and products proceeding therefrom be transparent and traceable even if the study itself is not replicable; d) the values emerging from a worldview that is not human-centric (Schulz, 2017); e) the educative authenticity through knowledge and liberation; f) the catalytic authenticity of a model, or the ability to prompt socially just and transformative action on the part of stakeholders, research participants, and beneficiaries of the research, and; g) tactical authenticity, or the ability of the researcher to provide support in "speaking truth to power." None of these criteria were explicitly mentioned as attesting to rigor in the various models of qualitative research-beyond-the-classical-or-constructivist-paradigm, but together, we have inferred some of them from the reading we have done and from discussions among ourselves and with other qualitative researchers also engaged in understanding these new proposals. ...
... When we considered the question of values, we also found multiple perspectives, some of which were definitely anthropocentric and some of which were antianthropocene, or focused on the non-human and its relationship(s) with the humansocial, psychic, economic, historic, geographic and place-based, cultural, ecological, mythic (particularly the myth of human mastery, see Schulz, 2017). Consequently, we concluded that values were embedded in the theoretical positions adopted by the researchers but that many were either liberationist in focus, transformational, or nonanthropocentric. ...
This editorial shares a conversation about qualitative and interpretive research quality between friends. Dr. Yvonna Lincoln, University Distinguished Professor Emerita at Texas A&M University, has been a pioneer in the field of qualitative and interpretive inquiry research. The purpose of this paper is to share Yvonna Lincoln’s contemporary thinking about quality criteria for qualitative and interpretive inquiry research and to make it available to mathematics educators who conduct qualitative research in urban settings.
... He points out that we consider "Nature (environments without humans)" as being separate from "Humans", instead of understanding interwoven "nature (the web of life)" (Moore, 2015, p. 98). Dualistic modernity thinking permeated throughout modern society -North/South; civilised/non-civilised; knowledge/myth; Western/Non-Western -elevating certain epistemologies, and ways of being and doing while others are devalued, (E-International Relations, 2017;Le Grange, 2018a;Moore, 2015;Schulz, 2017) disregarding relationships and interdependence and certainly not acknowledging or understanding the "complex mosaic of life" (Moore, 2015, p. 75). Haraway (2016, p. 119) adds to the discussion pleading for "multispecies ecojustice, which also embrace diverse human people". ...
This paper argues that the arrival of the COVID-19 pandemic created a space to reconceptualise education and rethink priorities. Although no one will deny the devastating impact of the pandemic, humans have been able to continue with various projects, including the global education project, largely made possible through unprecedented technology advancement, as well as the uptake of technologies that advanced pre-COVID-19. In many ways, the clear distinction between human and technological (being non-human) practices has blurred to a point where the mere nature of human projects such as the global education project has become post-human. While different schools of thought on the nature of “post-human” exist, we use it to refer to what we are becoming together, a comprehension and awareness of the connectedness between humans and their natural and technological environment and the ethical concerns that come with it. COVID-19 provides an opportunity to reconsider the connectedness, complexities and dynamics of the world, and what we (humans, nature, Earth, technology) are becoming. Based on a literature survey and critical refection on the state of the global education expansion project at the time of the onset of the COVID-19 pandemic, we suggest the following changes to the ways quantity, quality and equality in education are conceptualised. The employment of technology should be added in the conceptualisation of input quality. Flexibility, support and connectedness should be built into the process quality equation. Most importantly, ecology should also be added as a product of education, and not merely a contextual influence in education.
... Relationships between humans, nature, and things are highly embedded and so not only humans, but nature and things are also important actors in the knowledge process. As Holmes (2020) writes, "nature is political" and the relationship between humans and nature is political (Schulz, 2017). This makes that knowing is political and that there are conflicts between the knowledges and knowledge generation processes. ...
The paper aims to analyse the social, epistemic and colonial dimension that accompanies the climate crisis and the Capitalocene, through some decolonizing artistic practices. To achieve it, we decided to adopt and use some concepts from Bernard Stiegler’s philosophy of technology, articulating them with notions, postures and perspectives of decolonial thought and in particular with Boaventura de Sousa Santos’ “epistemicide”, “abyssal line” and the “ecology of knowledges”. The artistic works by Cristian Villavicencio, Jaime Del Val and Fredy Vallejos enable this conciliation between pharmacological criticism (Stiegler) and the ecology of knowledges, embodying the function of aesthetic and socio-epistemic devices anchored to technological developments in the arts, thus capable of developing a pharmacology of the digital in a decolonial sense.
In this text we construe affect as a conservative force, as glue that holds social life in place. With this starting point, we direct our attention towards the unfolding of the ecological crises. Using the case of ‘automobile supremacy’, we discuss a paradigmatic affective formation that keeps Western societies deadlocked in a loop of business as usual, preventing them from adequately addressing the climate catastrophe. Drawing on the concepts of affective arrangement and affective milieu, we chart some of the affective groundings of automobile supremacy and of the widespread failure to overcome the status quo. In response to this conservative thrust of affect, we then survey how ossified affective formations can be disrupted and eventually left behind. Can affect itself be deployed as a resource to disturb, fracture, and break sedimented social formations and patterns? In search of an answer, we explore prospects of obstruction leaning on affective experimentation as a creative method of disruption. By discussing ways to disturb automobility in its unfettered flow, we provide an angle on modes of disruption as small-scale openings that abruptly and momentarily halt the affective relations that were sustaining social formations before.
In this chapter, we present the main objectives and contents of this book, and the theoretical discussion bridging Social Representations Theory and the Anthropocene as societal era, introducing some of the main research groups and emerging scholars in Latin America. This first volume centres on Brazilian contributions, since they are the oldest and most visible in the continent, although there are also works from Argentina, Venezuela, Mexico and Colombia. The structure of the chapter is as follows: following the ‘Building a Sand String’ opening quote, we present the objective of the book and a brief outline of the regional research groups represented in this text. The second section discusses the common sense relationship between the Anthropocene as a societal era and social representations. The last sections detail the structure and contents of each chapter of the book.
