Anthropocène, Capitalocène, Plantationocène, Chthulucène

Haraway, Donna; Neyrat, Frédéric

doi:10.3917/mult.065.0075

Cited by 97 publications

(89 citation statements)

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“…Este último material es uno de los marcadores habitualmente esgrimidos en las diferentes propuestas que señalan la extensión del "Antropoceno" (Edgeworth et al, 2015;Waters et al, 2016). Pese a los vivos debates acerca de la utilidad o la definición particular de este concepto (Descola, 2005;González Ruibal, 2018b;Haraway, 2015;Latour, 2013;Moore, 2016), ha sido descrito genéricamente como una nueva época geológica en la que la actividad humana alcanza una intensidad tal que sus efectos se dejan sentir a escala planetaria, identificándose en los procesos de estratificación de los lugares más recónditos (Crutzen & Stoermer, 2000).…”

Section: Figura 9 Ortoimágenes Del Plan Nacional De Ortofotografía Aunclassified

Transformaciones recientes en los paisajes rurales de la Cordillera Cantábrica (Noroeste Ibérico)

Álvarez

2020

Vestigios

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En el marco de un proyecto de investigación que estudia la biografía cultural de los paisajes de alta montaña en la Cordillera Cantábrica (Noroeste de la península ibérica), este trabajo describe las transformaciones recientes de los espacios rurales con una mirada arqueológica. Centra su atención en el declive del sistema de producción campesino frente a la extensión del capitalismo y la globalización, así como en los discursos que tratan estos procesos en la esfera pública del estado español. Además, se reflexiona acerca de las posibilidades de la Arqueología para complejizar los debates sociales sobre la crisis del medio rural en España, y evalúa el papel que nuestra disciplina podría desempeñar en los conflictos que sufren las comunidades rurales en caso de asumir una actitud políticamente situada.

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Section: Figura 9 Ortoimágenes Del Plan Nacional De Ortofotografía Aunclassified

Transformaciones recientes en los paisajes rurales de la Cordillera Cantábrica (Noroeste Ibérico)

Álvarez

2020

Vestigios

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“…3, 4) As we pointed out at the beginning of this article, the very term anthropocene names an age marked by the terrors of imperial and industrial destruction (Tsing, 2018); slums are a part of that scene where, since Moore's colonial times, the effects of industrialization have included the relentless expulsion of the population and the subsequent creation of new frontiers not only in the countryside but also in cities (Tsing, 2017). As Haraway (2015) suggests, the 'outrage called anthropocene entails, centrally, the destruction of places and times of refuge for people and other critters "(p. 160), and slums are the double expression of that loss of place and construction of new refuge. 3 Moore, then, addresses what we now understand to be the incipient effects of that industrialization.…”

Section: By Way Of a Corollary: On Utopias And Heterotopiasmentioning

confidence: 99%

School in the (im)possibility of future: Utopia and its territorialities

Grinberg

Machado

2018

Educational Philosophy and Theory

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Utopia makes itself heard as Raphael voices a critique of who we are and configures that no-where which, paradoxically, we want to reach. We look to Deleuze and Guattari when we say that that critique can be envisioned as resistance to the present. In the passage from no-where to now-here, we revisit the territories of utopia as critique of our times, as a way to approach the question of who we are and who we want to be. In our view, education still rests on the image of a future that unfolds in the encounter with others. Education and its need/potential to enable tomorrows, to invent promises that look to places of desire, spaces that take shape as heterotopias. The notion of utopia is strained at root because defined as a no-where. At school, it is bound to the potential to create new possibilities and alternatives for life in the here and now. In this article, we will grapple with the work we do in university classrooms and in educational institutions in the slums on the outskirts of the city of Buenos Aires as a gateway from which to envision and to problematize the world. From there, we will approach the voices where other possibilities are conquered and other spaces created on the basis of the unpredictable, voices rooted in education and the need for it that produce and produce themselves in the tensions of that (im)possibility. In sum, wording the world as creation of worlds.

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“…Furthermore, by looking at professions where women are simultaneously asked to care and to guide the production of knowledge we shed light on how kinship metaphors tend to limit how feminist relationality is characterised. This responds to the call by feminist thinkers to develop new imaginaries of kin in response to the conditions of economic -and ecological -crisis (Haraway 2015). The social relations of maternity and sisterhood have been quintessential feminist concerns since the 1970s, when notions of sisterhood were invoked to imagine the commonalities between women from different social, economic, and national contexts.…”

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confidence: 98%

‘Birth work’ accompaniment and PhD supervision: an alternative feminist pedagogy for the neoliberal university

Fannin

Perrier

2017

Gender and Education

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In this paper, we discuss how 'with-woman' midwifery and doula care provide resources for rethinking the theory and practice of academic supervision from a feminist perspective. We identify how the tradition of accompaniment in both birth work and academia is under threat given the economic reforms facing public sector education and healthcare. Despite these pressures, we suggest that the practice of focusing on the pregnant woman as an 'expert' on her pregnancy rather than on the foetus or the delivery -that is, the 'product' of her pregnancy -would help transform how we theorise and practice academic supervision. The aim of the supervisory relation would mean supporting the student's direct relation to the intellectual, embodied and emotional process of completing the PhD. Such an approach suggests ways in which the pedagogical practices of contemporary midwifery and doula care can inform academic supervision in the neoliberal university.The labour of both academics and health care professionals is increasingly subject to drives towards greater efficiency and productivity that shape the contemporary 'neoliberalising' practices of institutions like hospitals and universities (England and Ward 2007; Thiem 2009; Benoit et al. 2010). Health care professionals are increasingly governed by pressures to reduce the time of their relational encounters with others. PhD supervision is similarly governed by structures of accountability, time pressures, and objectifications of the supervisory relationship through calculations of workload, the quantification of supervisor time and other measures of 'audit' culture such as the increasing use of progress monitoring,and a production-line process of generating PhDs. The outsourcing of services to the private sector is also a hallmark of neoliberal reforms in both universities and healthcare settings. In both the corporate university and the hospital, the student and the patient are constructed as consumers of services, shifting responsibility onto the individual who is now faced with the imperative to assume greater responsibility for their education or care. In the educational sector, the student is increasingly asked to become an entrepreneur of the self and to demand 'value for money' from their institutions (Servage 2009). Ways of practicing that resist these pressures to prioritise efficiency, productivity and contractual exchange are often seen as illegitimate, professionally risky or otherwise marginalised.In this paper, we argue that models for developing alternative relational forms in healthcare settings could productively inform practices in academic institutions. Responses to

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Anthropocène, Capitalocène, Plantationocène, Chthulucène

Cited by 97 publications

References 0 publications

Transformaciones recientes en los paisajes rurales de la Cordillera Cantábrica (Noroeste Ibérico)

Transformaciones recientes en los paisajes rurales de la Cordillera Cantábrica (Noroeste Ibérico)

School in the (im)possibility of future: Utopia and its territorialities

‘Birth work’ accompaniment and PhD supervision: an alternative feminist pedagogy for the neoliberal university

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