Anthropocene, Capitalocene, Plantationocene, Chthulucene: Making Kin

Haraway, Donna

doi:10.1215/22011919-3615934

Cited by 1,995 publications

(757 citation statements)

References 3 publications

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“…Our task, as neighbours, is to identify these borders, explain them in order to revoke them, and from difference-but nor from superiority-engage in dialogue that allows us to co-inhabit this planet. Only in this way, from recognition and solidarity, will it be possible to heed the call of Haraway (2015) towards the construction of a robust biological-cultural-political-technological recuperation and recomposition of the Earth and all its current refuges.…”

Section: Zygmunt Bauman -Society Under Siegementioning

confidence: 99%

Equity, a necessary consideration in the interface between health and the environment

Vélez‐Torres

Méndez

Vrijheid

2018

Int J Public Health

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Section: Zygmunt Bauman -Society Under Siegementioning

confidence: 99%

Equity, a necessary consideration in the interface between health and the environment

Vélez‐Torres

Méndez

Vrijheid

2018

Int J Public Health

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“…If causality is circular in the way that is becoming clear in the ecological sciences, then there is no way out of it. We are trapped in the belly of the Chthulucene (Haraway 2015), a massive many-faced creature with countless tentacles reaching across and transforming the planet, sucking us up into itself, and spiralling in its frenzy towards some seemingly abominable end.…”

Section: An Abiding Humility For Anthropoholics?mentioning

confidence: 99%

More-than-humanizing the Anthropocene

Affifi

2017

trumpeter

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The concept ‘human’ has to be more-than-humanized, a project Abram initiated but left incomplete in his study of language. Doing so is a powerful antidote to some of the more anthropocentric consequences of Anthropocenic thinking. Crucial to this project is uncovering the ways in which human agency is permeated by and circulates within vast causal relationships. Shifting from ecologically destructive patterns suggests completing this phenomenological project by uncovering the sense that the ‘human’ is in no simple sense, ‘steering this vessel.’ Not even the pervasive and perpetual arrogance about our own powers is incontrovertibly ‘our own.’ Humility and awe before these wild and undomesticatable processes cycling through us and carrying us in their currents can correct hubristic assumptions about our power for good or evil, and thereby also perhaps these destructive patterns.

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“…In his science-fiction novel 2312 (2012), the author Kim Stanley Robinson refers to the current state of Anthropocene affairs as 'the dithering'; a name that recalls the entrenchment of our current global economic system and our refusal to accept and deal with the realities of climate change, biosphere destruction and all the weighty implications of these destructive scenarios (see Beauchamp 2013;Haraway 2015a). This begs the question: how are we as academics coping with the capitalist system of unquestioned consumerism that is hastening extinction or engaging with the phenomenon of the Anthropocene (if in fact we are engaging with these issues at all?).…”

Section: The Anthopocene Crisismentioning

confidence: 99%

The Anthropocene crisis and higher education: A fundamental shift

Carstens

2016

SAJHE

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This article seeks to address a fundamental shift that has occurred in reality; a displacement that requires us to critically account for the ways in which knowledge is both being produced and taught at universities. The recent re-naming of the current geological epoch after anthropos has some chilling implications for humans and the ecosystems on which their livelihoods depend. As pedagogues, the crisis of the Anthropocene demands that we make drastic interventions in the way we teach and in what we teach. My aim is to suggest ways in which Deleuzoguattarian schizoanalysis, intersecting as it does with critical posthumanism, the affective turn and the new materialisms, might assist us in this process of crafting socially and environmentally-just pedagogies that are relevant to the contemporary situation. In so doing, I will address some of the uncanny ethical, ontological, epistemological and affective configurations of these theoretical perspectives to show how these ideas may impact the curriculum of socially/environmentally just pedagogies and the practice of such pedagogies in higher education.

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Anthropocene, Capitalocene, Plantationocene, Chthulucene: Making Kin

Cited by 1,995 publications

References 3 publications

Equity, a necessary consideration in the interface between health and the environment

Equity, a necessary consideration in the interface between health and the environment

More-than-humanizing the Anthropocene

The Anthropocene crisis and higher education: A fundamental shift

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