Singularizing progressive time binds pasts, presents, and futures to cause-effect chains overdetermining existence in education and social life more broadly. Indigenous Futures and Learnings Taking Place disrupts the common sense of "futures" in education or "knowledge for the future" by examining the multiplicity of possible destinies in coexistent experiences of living and learning. Taking place is the intention this book has to embody and world multiplicity across the landscapes that sustain life. The book contends that Indigenous perspectives open spaces for new forms of sociality and relationships with knowledge, time, and landscapes. Through Goanna walking and caring for Country; conjuring encounters between forests, humans, and the more-than-human; dreams, dream literacies, and planes of existence; the spirit realm taking place; ancestral luchas; Musquem hən̓q̓əmin̓əm̓ Land pedagogies; and resoluteness and gratitude for atunhetsla/the spirit within, the chapters in the collection become politicocultural and (hi)storical statements challenging the singular order of the future towards multiple encounters of all that is to come. In doing so, Indigenous Futures and Learnings Taking Place offers various points of departure to (hi)story educational futures more responsive to the multiplicities of lives in what has not yet become. The contributors in this volume are Indigenous women, women of Indigenous backgrounds, Black, Red, and Brown women, and women whose scholarship is committed to Indigenous matters across spaces and times. Their work in the chapters often defies prescriptions of academic conventions, and at times occupies them to enunciate ontologies of the not yet. As people historically fabricated "women," their scholarly production critically intervenes on time to break teleological education that births patriarchal-ized and master-ized forms of living. What emerges are presences that undiscipline education and educationalized social life breaking futures out of time. This book will be of great interest to students and scholars of Indigenous studies, future studies, post-colonial studies in education, settler colonialism and coloniality, diversity and multiculturalism in education, and international comparative education.
This book considers the philosophical underpinnings, policy foundations, institutional innovations, and deep cultural changes needed to ensure that humanity has the best chance of surviving and flourishing into the very distant future. Anticipation of threats to the sustainability of human civilization needs to encompass time periods that span not just decades but millennia. All existential risks need to be jointly assessed, as opposed to addressing risks such as climate change and pandemics separately. Exploring the potential events that are likely to cause the biggest risks as well as asking why we should even desire to thrive into the distant future, this work looks at the ‘biggest picture possible’ in order to argue that futures-oriented decision-making ought to be a permanent aspect of human society and futures-oriented policy making must take precedent over the day-to-day policy making of current generations in times of great peril. The book concludes with a discourse on the truly fundamental bottom-up changes needed in our personal psychologies and culture to support these top-down recommendations. This book is of great interest to philosophers, policy analysts, political scientists, economists, psychologists, planners, and theologians.
Ethical Humans questions how philosophy and social theory can help us to engage the everyday moral realities of living, working, loving, learning and dying in new capitalism. It introduces sociology as an art of living and as a formative tradition of embodied radical eco post-humanism. Seeking to embody traditions of philosophy and social theory in everyday ethics, this book validates emotions and feelings as sources of knowledge and shows how the denigration of women has gone hand in hand with the denigration of nature. It queries post-structuralist traditions of anti-humanism that, for all their insights into the fragmentation of identities, often sustain a distinction between nature and culture. The author argues that in a crisis of global warming, we have to learn to listen to our bodies as part of nature and draws on Wittgenstein to shape embodied forms of philosophy and social theory that questions theologies that tacitly continue to shape philosophical traditions. In acknowledging our own vulnerabilities, we question the vision of the autonomous and independent rational self that often remains within the terms of dominant white masculinities. This book offers different modes of self-work, drawing on psychoanalysis and embodied post-analytic psychotherapies as part of a decolonising practice questioning Eurocentric colonising modernity. In doing so it challenges, with Simone Weil, Roman notions of power and greatness that have shaped visions of white supremacy and European colonial power and empire. This book will be of great interest to students and scholars of environmental ethics, environmental philosophy, social theory and sociology, ethics and philosophy, cultural studies, future studies, gender studies, post-colonial studies, Marxism, psychoanalysis and psychotherapy and philosophy and sociology as arts of living.
Retopia tells the story of social innovation in times of crisis, and through its cross-disciplinary narrative it goes beyond existing forms of future anticipation and maps out a practice-based approach to the creation of new realities. It explores how new imaginaries, social experiments, and laboratories of societies can create spaces of possibilities, revalidate the peripheries, and create new forms of social coherence. The peripheral regions in Europe are facing a crisis triangle: depopulation, the rise of the ‘useless’ class, and outdated social welfare systems. It is a crisis of political imaginaries and a lack of inspiring political stories. In response to this, the book specifically focuses on the concept of ‘retopia’, the idea of creating inclusive spaces of social innovation that encourage active participation. Through the creation of relocalized societies with a high degree of autonomy in ‘left-over’ spaces such as Sicily, Western Latvia or Northern Bulgaria, retopian redevelopment schemes offer new perspectives on ‘ruined spaces’. Retopia uncovers the common links and limitations of utopian studies, future studies, degrowth, narratology, the commons, and political geography. Retopia: Creating New Spaces of Possibility is an articulation of the potentialities of social innovation, political imaginaries, and future images, provoking a stimulating discussion among scholars and students in the fields of Politics and Future and Anticipation Studies.
This volume creates a conversation between researchers who are actively exploring how working with and reflecting upon time and temporality in the research process can generate new accounts and understandings of social and cultural phenomena and bring new ways of knowing and being into existence. The book makes a significant contribution to the enhancement of the social sciences and humanities by charting research methods that link reflectively articulate notions of time to knowledge production in these areas. Contributors explore how researchers are beginning to adopt tactics such as time visibility, hacking time, making time, witnessing temporal power and caring for temporal disruptions as resources for qualitative research. The book collects fields as disparate as futures studies and history, literary analysis and urban design, utopian studies, and science and technology studies, bringing together those who are working with temporality reflexively as a powerful epistemological tool for scholarship and research inquiry. It surfaces and foregrounds the methodological challenges and possibilities raised. In so doing, this collection will serve as a resource for both new and experienced researchers in the humanities and social sciences, seeking to understand the tools that are emerging, both theoretical and methodological, for working with time as part of research design. This book will be of great interest to students and scholars of research methods, time and temporality, future studies, and the environmental humanities.
This edited collection highlights the valuable ontological and creative insights gathered from anticipation studies, which orients itself to the future in order to recreate the present. The gathered essays engage with many writers from speculative metaphysics to poetic philosophy, ancient writing systems to the fringes of pataphysics. The book situates itself as a creative intervention in and with various thinkers, designers, artists, scientists and poets to offer insight into ways of anticipating. It brings together philosophical practices for which creativity is both a fundamental area of consideration and a mode of working, a characterization of recent Continental Philosophy which takes a departure from traditional futures studies thinking. This book will be of interest to scholars and research in futures studies, anticipation, philosophy, creative practice and theories about creative practice, as well as the intersections between philosophy, creativity and business.
In a world struggling with environmental and social problems resistant to current solutions, education needs to explore ways to ‘enlarge the space of the possible’ rather than only ‘replicate the existing possible’. To respond to this challenge, this book troubles dominant Western philosophical conceptions which continue to have wide-ranging influence in education worldwide and which limit more sustainable ways to be in the world together. It argues for the importance of opening spaces in and through which unique subjects can emerge, bringing potential for new ways of being and as yet unimagined futures. The book makes a valuable contribution to international growing interest in Arendtian thinking, complexity and emergence, feminist thinking, the emerging field of anticipation studies, the posthuman and engagement with Indigenous scholarship and practices in ways which attempt to be non-appropriating. Sustainability continues to be a vital theme in education, and the book responds to a desire to encourage education which invites more sustainable processes and ways of being in addition to education which limits itself to teaching about, or for, sustainability. Sustainable and Democratic Education will be of great interest to academics and practitioners working with sustainability, Indigenous scholarship, complexity theory and the posthuman and what these ideas can mean in and for education.
Adopting a uniquely critical lens, this volume analyzes the relationship between forced migration, the migrations of people, and subsequent impacts on education. In doing so, it challenges Euro-modern and colonial notions of what it means to move across 'borders'. Using Abiayala and its diasporas as theory and context, this volume critiques dominant colonial attitudes and discourses towards migration and education and suggests alternatives for understanding how culturally grounded pedagogies and curricula can support migrating youth and society more broadly. Chapters use case studies and first-hand accounts such as testimonios from a variety of countries in the Global South, and discuss the lived experiences of Afro-Colombian, Haitian, and Indigenous youth, among others, to challenge the rigid disciplinary borders upheld by Euro-modern epistemologies. This text will benefit researchers, academics, and educators with an interest in international and comparative education, multicultural education, and Latin American and Caribbean studies more broadly. Those specifically interested in anticolonial education, diaspora studies, and educational policy and politics will also benefit from this book.
In the recent public debate about the success or failure of Australia's Indigenous policies, opinions have been grounded more often in personal experience than in social scientists' research. By synthesizing ten years work from the Centre for Aboriginal Economic Policy Research, the author fills the gap in public discussion.
This book focuses on Indigenous self-determined and community-owned responses to complex socioeconomic and political challenges in Australia, and explores Indigenous policy development and policy expertise. It critically considers current practices and issues central to policy change and Indigenous futures. The book foregrounds the resurgence that is taking place in Indigenous governing and policy-making, providing case studies of local and community-based policy development and implementation. The chapters highlight new Australian work on what is an international phenomenon. This book brings together senior and early career political scientists and policy scholars, and Indigenous and non-Indigenous scholars working on problems of Indigenous policy and governance.
Placed in an urban Indigenous school in northern Thailand, this dissertation makes visible ways that educators, young people, and their families collaboratively designed to expand possible Indigenous futures as a school. In a three-year participatory design research (Bang & Vossoughi, 2016), I explore how Tutoría, a pedagogy from Mexico that was initially introduced to disrupt dominant relations of power and expertise among teachers and students, evolved and expanded to include families' land-based knowledge system, and their generative navigations across schools and home. Focused on the case of Sahasat school, I examine how teachers in particular, shifted how they re-imagined the politic and purposes of school through living out ethically different teaching and learning relationships with students, families, lands and each other. In Article 1, I examine the stories of teachers as they design with Tutoría (Cámara, Castillo Macías, de Ávilar Aguilar, et al., 2018; Rincón-Gallardo & Elmore, 2012). The Tutoría dialogue, practice, and system of learning intervenes in powered hierarchies in school and is a kind of participatory design that reaches for conviviality; that is, conditions of learning where individual freedoms are maximized through radical interdependence for the renewal of local communities' lifeways and environments (Escobar, 2018; Illich, 1973). I find that through storywork (Archibald, 2008), teachers made sense of their roles and responsibilities to state-directives, young people, families, and tribes in increasingly heterogeneous ways that mattered for collective sense-making and social dreaming at school (Espinoza, 2008). Article 2, brings us to the landscapes and stories of two young people's homelands, a Hmong and a Lanna Thai family. Through walking and storying lands with families (Bang et al., 2014; Marin & Bang, 2018), I illustrate how mathematics from within Indigenous contexts is often grounded in families' axiologies in land - the ways that they come to know who they are and how to be in the world. Finally, in Article 3, I focus the analysis on unfolding dialogues between six teacher-student pairs, where young people were tutors to the adults-learners on an important practice from their homelands. I use social poetics as a framework to examine how moment-to-moment interactions can expand or foreclose emplaced possibilities for ethical and political shifts at school (Shotter, 2010). Sahasat's case generates learning theory on how participatory designs and processes of partnership shift over time because of distinct subject-subject-object relations, and the importance of stories and land within that. It illuminates potential pathways of school-based work and teacher education towards Indigenous futures. It also adds to current literature by illustrating the ways self-identified Indigenous people in Asia are continually building and advancing movements for self-determination that are deeply relational, responsive, and responsible to lands and each other.
The mission of higher education in the 21st century must address the reconciliation of student learning and experiences through the lens of indigenous education and frameworks. Higher learning institutions throughout the oceanic countries have established frameworks for addressing indigeneity through the infusion of an indigenous perspectives curriculum. The incorporation of island indigenous frameworks into their respective curriculums, colleges, and universities in the oceanic countries has seen positive impact results on student learning, leading to the creation of authentic experiences in higher education landscapes. Learning and Reconciliation Through Indigenous Education in Oceania discusses ways of promoting active student learning and unique experiences through indigenous scholarship and studies among contemporary college students. It seeks to provide an understanding of the essential link between practices for incorporating island indigenous curriculum, strategies for effective student learning, and course designs which are aligned with frameworks that address indigeneity, and that place college teachers in the role of leaders for lifelong learning through indigenous scholarship and studies in Oceania. It is ideal for professors, practitioners, researchers, scholars, academicians, students, administrators, curriculum developers, and classroom designers.