Becoming-policy in the Anthropocene

Abstract

This paper takes up the theme of "Education Policy and Methodology in a Post-truth Era" by emplacing policy within the contemporary condition of the Anthropocene. The conditions of the Anthropocene demand a radical reconfiguring of policy as an apparatus for governmentality, and therefore of methodology. I intraject a potential ethical posture befitting such a reimagined becoming-policy and reconceptualized environment. The Anthropocene serves as both context and concept as the "Age of Humankind" in need of speculative and radical building and making. Drawing on prior critical policy analyses of higher education policy affecting undocumented students, I proffer plausible postures in thinking education policy and methodology that engage the contemporary moment of both "post-truth" and the Anthropocene. Convertirse-política no AntropocenoResumen: En este artículo se retoma el tema de la "Política de Educación y Metodología en la era posverdad" y las posiciones políticas dentro de la condición contemporánea del Antropoceno. Las condiciones de la Antropoceno exigen reconfiguración radical un aparato de la política es gubernamentalidad, y de la metodología por lo tanto. El Antropoceno sirve tanto el contexto y el concepto de la "Edad de la Humanidad" en la necesidad de la creación de radicales y especulativas y decisiones. Basándose en análisis previos de política críticos de la política de educación superior que afectan a los estudiantes indocumentados, profiero posturas plausibles en la política de educación y el pensamiento Que metodología de involucrar al momento contemporáneo de ambos "posverdad" y el Antropoceno. Palabras-clave: política educativa; metodología; ética; posverdad; Antropoceno Tornando-se política não Antropoceno Resumo: Este artigo retoma o tema "Política e Metodologia da Educação em uma Era Pós-Verdade" e posiciona a política dentro da condição contemporânea do Antropoceno. As condições do Antropoceno exigem uma reconfiguração radical da política como um aparato de governamentalidade e, portanto, de uma metodologia. Entrego-me a uma postura ética potencial condizente com um ambiente reformista e reconceituado reinventado. O Antropoceno serve tanto como contexto como conceito como a "Era da Humanidade," necessitando de construção e feitura especulativa e radical. Baseando-me em análises políticas críticas anteriores sobre políticas de educação superior que afetam estudantes indocumentados, profiro posturas plausíveis em pensar políticas e metodologias educacionais que envolvam o ímpeto da "pós-verdad" e do Antropoceno.

Border U

“…The Latinx Graduation Ceremony uses the same skeleton of the institutional commencement ceremony, clearly marking it in the genre of graduation, but, unlike institutional ceremonies, student organizers have the power to alter some key pieces: they allow individuation in dress; they provide food for families; they make parents, elders, or broader community members the subject of the ceremony in significant ways; and they recognize the biopolitical aberration that the Latinx graduates represent (Gildersleeve, 2017, 2018). That is to say, they know Latinx graduates are exceptional; they recognize that US education systems would not predict them to be graduating.…”

“…But these dimensions to the ceremony, while adoring and powerful in their own right, also need to be read within the history of Chicano student activism – specifically, El Plan de Santa Barbara , which laid out an agenda for Chicano higher education that included, among other things: the increased recruitment and retention of Latinx students and faculty, Chicano studies as a recognized field of study, and significant rituals and traditions to be built into the fabric of the institution, like the Latinx Graduation Ceremony. El Plan calls upon the notion of Aztlan – an imagined unifying recapture of a thriving Latinx community (Chicano Coordinating Council for Higher Education, 1965; Gildersleeve, 2018).…”

Demoralizing: integrating J.D. Peters’ communication “chasm” with Niklas Luhmann’s (1989) ecological communication to analyze climate change mitigation inaction

“…It transformed collective care of local Environments into the care of the entire Earth, requiring global efforts that made the "movement" infinitely more complex. IPCC (1988), Kyoto Protocol (1992, the Paris Agreement (2015) and the establishment of the Anthropocene [24] (Gildersleeve, 2018;Shaw and Shaw, 2016) are prime examples of global initiatives that have taken bold steps to mitigate at scale but ultimately fallen short. Although far larger in scale and decidedly more complex, CCM efforts are often lumped in with Priuses, efficient lightbulbs, efforts to reduce, reuse, recycle and other past communications because they revolve around the care/harm, natural/unnatural and sustainable/unsustainable codes.…”