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Indifference and Repetition; or, Modern Freedom and Its Discontents
by Frank RudaIn capitalism human beings act as if they are mere animals. So we hear repeatedly in the history of modern philosophy. Indifference and Repetition examines how modern philosophy, largely coextensive with a particular boost in capitalism’s development, registers the reductive and regressive tendencies produced by capitalism’s effect on individuals and society.Ruda examines a problem that has invisibly been shaping the history of modern, especially rationalist philosophical thought, a problem of misunderstanding freedom. Thinkers like Descartes, Kant, Hegel, and Marx claim that there are conceptions and interpretations of freedom that lead the subjects of these interpretations to no longer act and think freely. They are often unwillingly led into unfreedom. It is thus possible that even “freedom” enslaves. Modern philosophical rationalism, whose conceptual genealogy the books traces and unfolds, assigns a name to this peculiar form of domination by means of freedom: indifference. Indifference is a name for the assumption that freedom is something that human beings have: a given, a natural possession. When we think freedom is natural or a possession we lose freedom. Modern philosophy, Ruda shows, takes its shape through repeated attacks on freedom as indifference; it is the owl that begins its flight, so that the days of unfreedom will turn to dusk.
Indifference to Difference: On Queer Universalism
by Madhavi MenonIndifference to Difference organizes around Alain Badiou&’s suggestion that, in the face of increasing claims of identitarian specificity, one might consider the politics and practice of being indifferent to difference. Such a politics would be based on the superabundance of desire and its inability to settle into identity. Madhavi Menon shows that if we turn to another kind of universalism—not one that insists we are all different but one that recognizes we are all similar in our powerlessness to contain desire—then difference no longer becomes the focus of our identity.Instead, we enter the worlds of desire. Following up on ideas of sameness and difference that have animated queer theory, Menon argues that what is most queer about indifference is not that it gives us queerness as an identity but that it is able to change queerness into a resistance of ontology. Firmly committed to the detours of desire, queer universalism evades identity.This polemical book demonstrates that queerness is the condition within which we labor. Our desires are not ours to be owned; they are indifferent to our differences.
Indigeneity and Political Theory: Sovereignty and the Limits of the Political (Routledge Issues in Contemporary Political Theory #Vol. 1)
by Karena ShawIndigeneity and Political Theory engages some of the profound challenges to traditions of modern political theory that have been posed over the past two decades. Karena Shaw is especially concerned with practices of sovereignty as they are embedded in and shape Indigenous politics, and responses to Indigenous politics. Drawing on theories of post-coloniality, feminism, globalization, and international politics, and using examples of contemporary political practice including court cases and specific controversies, Shaw seeks to illustrate and argue for a way of doing political theory that is more responsive to the challenges posed by a range of contemporary issues. An engaging and highly original analysis of Indigenenity and sovereignty, this book enables the reader to develop a more robust consideration of relationships between theory and practice, and thus the politics of theorizing.
Indigeneity, Culture and the UN Sustainable Development Goals (Sustainable Development Goals Series)
by Dominic O’SullivanThis is the first scholarly book to examine the UN Sustainable Development Goals from an indigenous perspective and, specifically, with reference to the right to self-determination. It refers to the UN Declaration on the Rights of Indigenous Peoples and domestic instruments such as New Zealand’s Tiriti o Waitangi to suggest how the goals could be revised to support self-determination as a more far-reaching and ambitious project than the goals imagine in their current form. The book primarily draws its material from Australia, Canada, and New Zealand to support analysing the goals’ policy relevance to wealthy states and the political claims that indigenous peoples make in established liberal democracies.
Indigenizing Education: Discussions and Case Studies from Australia and Canada
by Alison Sammel Susan Whatman Levon BlueThis book provides invaluable guidance for community, school and university-based educators who are evaluating their educational philosophies and practices to support Indigenizing education. The examples from Australia and Canada shared in this book illustrate how Indigenous and non-Indigenous educators have worked together to Indigenize their educational practices, showcasing community empowerment and reconciliation agendas. It also enables beginning educators to gain a meaningful and critical understanding of what Indigenizing education can mean in their own future practice.
Indigenizing Philosophy Through The Land: A Trickster Methodology For Decolonizing Environmental Ethics And Indigenous Futures (American Indian Studies)
by Brian BurkhartLand is key to the operations of coloniality, but the power of the land is also the key anticolonial force that grounds Indigenous liberation. This work is an attempt to articulate the nature of land as a material, conceptual, and ontological foundation for Indigenous ways of knowing, being, and valuing. As a foundation of valuing, land forms the framework for a conceptualization of Indigenous environmental ethics as an anticolonial force for sovereign Indigenous futures. This text is an important contribution in the efforts to Indigenize Western philosophy, particularly in the context of settler colonialism in the United States. It breaks significant ground in articulating Indigenous ways of knowing and valuing to Western philosophy—not as artifact that Western philosophy can incorporate into its canon, but rather as a force of anticolonial Indigenous liberation. Ultimately, Indigenizing Philosophy through the Land shines light on a possible road for epistemically, ontologically, and morally sovereign Indigenous futures.
Indigenous Aesthetics: Native Art, Media, and Identity
by Steven LeutholdWhat happens when a Native or indigenous person turns a video camera on his or her own culture? Are the resulting images different from what a Westernized filmmaker would create, and, if so, in what ways? How does the use of a non-Native art-making medium, specifically video or film, affect the aesthetics of the Native culture?<P><P>These are some of the questions that underlie this rich study of Native American aesthetics, art, media, and identity. Steven Leuthold opens with a theoretically informed discussion of the core concepts of aesthetics and indigenous culture and then turns to detailed examination of the work of American Indian documentary filmmakers, including George Burdeau and Victor Masayesva, Jr. He shows how Native filmmaking incorporates traditional concepts such as the connection to place, to the sacred, and to the cycles of nature. While these concepts now find expression through Westernized media, they also maintain continuity with earlier aesthetic productions. In this way, Native filmmaking serves to create and preserve a sense of identity for indigenous people.
Indigenous Education and the Metaphysics of Presence: A Worlded Philosophy (New Directions in the Philosophy of Education)
by Carl MikaIndigenous Education and the Metaphysics of Presence: A worlded philosophy explores a notion of education called ‘worldedness’ that sits at the core of indigenous philosophy. This is the idea that any one thing is constituted by all others and is, therefore, educational to the extent that it is formational. A suggested opposite of this indigenous philosophy is the metaphysics of presence, which describes the tendency in dominant Western philosophy to privilege presence over absence. This book compares these competing philosophies and argues that, even though the metaphysics of presence and the formational notion of education are at odds with each other, they also constitute each other from an indigenous worlded philosophical viewpoint. Drawing on both Maori and Western philosophies, this book demonstrates how the metaphysics of presence is both related and opposed to the indigenous notion of worldedness. Mika explains that presence seeks to fragment things in the world, underpins how indigenous peoples can represent things, and prevents indigenous students, critics, and scholars from reflecting on philosophical colonisation. However, the metaphysics of presence, from an indigenous perspective, is constituted by all other things in the world, and Mika argues that the indigenous student and critic can re-emphasise worldedness and destabilise presence through creative responses, humour, and speculative thinking. This book concludes by positioning well-being within education, because education comprises acts of worldedness and presence. This book will be of key interest to indigenous as well as non-indigenous academics, researchers and postgraduate students in the fields of philosophy of education, indigenous and Western philosophy, political strategy and post-colonial studies. It will also be relevant for those who are interested in philosophies of language, ontology, metaphysics and knowledge.
Indigenous Knowledge and Education in Africa (Frontiers in African Business Research)
by Chika Ezeanya-EsiobuThis open access book presents a strong philosophical, theoretical and practical argument for the mainstreaming of indigenous knowledge in curricula development, and in teaching and learning across the African continent. Since the dawn of political independence in Africa, there has been an ongoing search for the kind of education that will create a class of principled and innovative citizens who are sensitive to and committed to the needs of the continent. When indigenous or environment-generated knowledge forms the basis of learning in classrooms, learners are able to immediately connect their education with their lived reality. The result is much introspection, creativity and innovation across fields, sectors and disciplines, leading to societal transformation. Drawing on several theoretical assertions, examples from a wide range of disciplines, and experiences gathered from different continents at different points in history, the book establishes that for education to trigger the necessary transformation in Africa, it should be constructed on a strong foundation of learners’ indigenous knowledge.The book presents a distinct and uncharted pathway for Africa to advance sustainably through home-grown and grassroots based ideas, leading to advances in science and technology, growth of indigenous African business and the transformation of Africans into conscious and active participants in the continent’s progress. Indigenous Knowledge and Education in Africa is of interest to educators, entrepreneurs, policymakers, researchers and individuals engaged in finding sustainable and strategic solutions to regional and global advancement.
Indigenous Knowledge and Ethnomathematics
by Rik Pinxten Eric VandendriesscheThe book presents a series of ethnographic studies, which illustrate issues of wider importance, such as the role of cultural traditions, concepts and learning procedures in the development of formal (or mathematical) thinking outside of the western tradition. It focuses on research at the crossroads of anthropology and ethnomathematics to document indigenous mathematical knowledge and its inclusion in specific cultural patterns. More generally, the book demonstrates the heuristic value of crossing ethnographical, anthropological and ethnomathematical approaches to highlight and analyze—or "formalize" with a pedagogical outlook—indigenous mathematical knowledge.The book is divided into three parts. The first part extensively analyzes theoretical claims using particular ethnographic data, while revealing the structural mathematical features of different ludic, graphic, or technical/procedural practices in their links to other cultural phenomena. In the second part, new empirical studies that add data and perspectives from the body of studies on indigenous knowledge systems to the ongoing discussions in mathematics education in and for diverse cultural traditions are presented. This part considers, on the one hand, the Brazilian work in this field; on the other hand, it brings ethnographic innovation from other parts of the world. The third part comprises a broad philosophical discussion of the impact of intuitive or "ontological" premises on mathematical thinking and education in the light of recent developments within so-called indigenously inspired thinking. Finally, the editors’ conclusions aim to invite the broad and diversified field of scholars in this domain of research to seek alternative approaches for understanding mathematical reasoning and the adjacent adequate educational goals and means.This book is of interest to scholars and students in anthropology, ethnomathematics, history and philosophy of science, mathematics, and mathematics education, as well as other individuals interested in these topics.
Indigenous Legal Judgments: Bringing Indigenous Voices into Judicial Decision Making
by Nicole Watson and Heather DouglasThis book is a collection of key legal decisions affecting Indigenous Australians, which have been re-imagined so as to be inclusive of Indigenous people’s stories, historical experience, perspectives and worldviews. In this groundbreaking work, Indigenous and non-Indigenous scholars have collaborated to rewrite 16 key decisions. Spanning from 1889 to 2017, the judgments reflect the trajectory of Indigenous people’s engagements with Australian law. The collection includes decisions that laid the foundation for the wrongful application of terra nullius and the long disavowal of native title. Contributors have also challenged narrow judicial interpretations of native title, which have denied recognition to Indigenous people who suffered the prolonged impacts of dispossession. Exciting new voices have reclaimed Australian law to deliver justice to the Stolen Generations and to families who have experienced institutional and police racism. Contributors have shown how judicial officers can use their power to challenge systemic racism and tell the stories of Indigenous people who have been dehumanised by the criminal justice system. The new judgments are characterised by intersectional perspectives which draw on postcolonial, critical race and whiteness theories. Several scholars have chosen to operate within the parameters of legal doctrine. Some have imagined new truth-telling forums, highlighting the strength and creative resistance of Indigenous people to oppression and exclusion. Others have rejected the possibility that the legal system, which has been integral to settler-colonialism, can ever deliver meaningful justice to Indigenous people.
Indigenous Legal Judgments: Bringing Indigenous Voices into Judicial Decision Making
by Nicole Watson and Heather DouglasThis book is a collection of key legal decisions affecting Indigenous Australians, which have been re-imagined so as to be inclusive of Indigenous people’s stories, historical experience, perspectives and worldviews.In this groundbreaking work, Indigenous and non-Indigenous scholars have collaborated to rewrite 16 key decisions. Spanning from 1889 to 2017, the judgments reflect the trajectory of Indigenous people’s engagements with Australian law. The collection includes decisions that laid the foundation for the wrongful application of terra nullius and the long disavowal of native title. Contributors have also challenged narrow judicial interpretations of native title, which have denied recognition to Indigenous people who suffered the prolonged impacts of dispossession. Exciting new voices have reclaimed Australian law to deliver justice to the Stolen Generations and to families who have experienced institutional and police racism. Contributors have shown how judicial officers can use their power to challenge systemic racism and tell the stories of Indigenous people who have been dehumanised by the criminal justice system.The new judgments are characterised by intersectional perspectives which draw on postcolonial, critical race and whiteness theories. Several scholars have chosen to operate within the parameters of legal doctrine. Some have imagined new truth-telling forums, highlighting the strength and creative resistance of Indigenous people to oppression and exclusion. Others have rejected the possibility that the legal system, which has been integral to settler-colonialism, can ever deliver meaningful justice to Indigenous people.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
Indigenous Life Projects and Extractivism: Ethnographies from South America (Approaches to Social Inequality and Difference)
by Cecilie Vindal Ødegaard Juan Javier Rivera AndíaExploring indigenous life projects in encounters with extractivism, the present open access volume discusses how current turbulences actualise questions of indigeneity, difference and ontological dynamics in the Andes and Amazonia. While studies of extractivism in South America often focus on wider national and international politics, this contribution instead provides ethnographic explorations of indigenous politics, perspectives and worlds, revealing loss and suffering as well as creative strategies to mediate the extralocal. Seeking to avoid conceptual imperialism or the imposition of exogenous categories, the chapters are grounded in the respective authors’ long-standing field research. The authors examine the reactions (from resistance to accommodation), consequences (from anticipation to rubble) and materials (from fossil fuel to water) diversely related to extractivism in rural and urban settings. How can Amerindian strategies to preserve localised communities in extractivist contexts contribute to ways of thinking otherwise?
Indigenous Peoples, Consent and Benefit Sharing: Lessons from the San-Hoodia Case
by Doris Schroeder Rachel Wynberg Roger ChennellsIndigenous Peoples, Consent and Benefit Sharing is the first in-depth account of the Hoodia bioprospecting case and use of San traditional knowledge, placing it in the global context of indigenous peoples' rights, consent and benefit-sharing. It is unique as the first interdisciplinary analysis of consent and benefit sharing in which philosophers apply their minds to questions of justice in the Convention on Biological Diversity (CBD), lawyers interrogate the use of intellectual property rights to protect traditional knowledge, environmental scientists analyse implications for national policies, anthropologists grapple with the commodification of knowledge and, uniquely, case experts from Asia, Australia and North America bring their collective expertise and experiences to bear on the San-Hoodia case.
Indigenous Peoples, Consent and Rights: Troubling Subjects (Indigenous Peoples and the Law)
by Stephen YoungAnalysing how Indigenous Peoples come to be identifiable as bearers of human rights, this book considers how individuals and communities claim the right of free, prior and informed consent (FPIC) as Indigenous peoples. The basic notion of FPIC is that states should seek Indigenous peoples’ consent before taking actions that will have an impact on them, their territories or their livelihoods. FPIC is an important development for Indigenous peoples, their advocates and supporters because one might assume that, where states recognize it, Indigenous peoples will have the ability to control how non-Indigenous laws and actions will affect them. But who exactly are the Indigenous peoples that are the subjects of this discourse? This book argues that the subject status of Indigenous peoples emerged out of international law in the late 1970s and early 1980s. Then, through a series of case studies, it considers how self-identifying Indigenous peoples, scholars, UN institutions and non-government organizations (NGOs) dispersed that subject-status and associated rights discourse through international and national legal contexts. It shows that those who claim international human rights as Indigenous peoples performatively become identifiable subjects of international law – but further demonstrates that this does not, however, provide them with control over, or emancipation from, a state-based legal system. Maintaining that the discourse on Indigenous peoples and international law itself needs to be theoretically and critically re-appraised, this book problematises the subject-status of those who claim Indigenous peoples’ rights and the role of scholars, institutions, NGOs and others in producing that subject-status. Squarely addressing the limitations of international human rights law, it nevertheless goes on to provide a conceptual framework for rethinking the promise and power of Indigenous peoples’ rights. Original and sophisticated, the book will appeal to scholars, activists and lawyers involved with indigenous rights, as well as those with more general interests in the operation of international law.
Indigenous Philosophies of Education Around the World (Routledge International Studies in the Philosophy of Education #19)
by John E. Petrovic Roxanne M. MitchellThis volume explores conceptualizations of indigeneity and the ways that indigenous philosophies can and should inform educational policy and practice. Beginning with questions and philosophies of indigeneity itself, the volume then covers the indigenous philosophies and practices of a range of communities—including Sami, Maori, Walpiri, Navajo and Kokama peoples. Chapter authors examine how these different ideals can inform and create meaningful educational experiences for communities that reflect indigenous ways of life. By applying them in informing a philosophy of education that is particular and relevant to a given indigenous community, this study aims to help policy makers and educational practitioners create meaningful educational experiences.
Indigenous Psychology of Spirituality: In My Beginning is My End (Palgrave Studies in Indigenous Psychology)
by Alvin DueckThis book presents cutting-edge research and theory in the emerging field of the indigenous psychology of religion. Its authors examine the influence of colonization and illustrate the use of novel research methodologies utilised in studies with communities in India, Korea, China, Indonesia, America, and Poland. Whereas Western psychology has traditionally viewed religion through an institutional lens and from a Euro-American perspective, this book aims to facilitate an understanding of indigenous spiritualities on their own terms and from the indigenous people’s lived experience. In doing so, the contributors seek to support indigenous communities in the recovery of their voice, original vision, and ancient practices, and to follow their yearning as echoed in T. S. Eliot’s words: “In my beginning is my end.” The book is replete with examples of this recovery of indigeneity in, for example, Chinese notions of harmony and resilience; cultural differences in hearing the voice of the divine; the influence of animism on Christians in Korea; and in savoring the bereavement of loved ones. This novel collection presents fresh insights for students and scholars of the psychology of religion, indigenous studies, cultural psychology, and anthropology.
Indigenous Reconciliation and Decolonization: Narratives of Social Justice and Community Engagement (Indigenous Peoples and the Law)
by Ranjan DattaThis book addresses the ethical and practical issues at stake in the reconciliation of Indigenous and non-indigenous communities. An increasing number of researchers, educators, and social and environmental activists are eager to find ways to effectively support ongoing attempts to recognize, integrate and promote Indigenous perspectives and communities. Taking Canada as its focus, this book offers a multidisciplinary consideration of a range of reconciliation policies, practices and initiatives that are relevant in all settler states. Set against its increasing neoliberal appropriation, the book resituates reconciliation in the everyday contexts of community interaction and engagement, as well as in the important areas of Indigenous knowledge, resource management and social and environmental justice. Reconciliation is not just the responsibility of law and government. And, attuned to the different perspectives of settlers, migrants and refugee communities, the book examines areas of opportunity, as well as obstacles to progress, in the forging of a truly decolonizing framework for reconciliation. As the challenges of reconciliation cross numerous academic and substantial areas, this book will appeal to a range of scholars and practitioners working in law, politics, education, environmental studies, anthropology and Indigenous studies.
Indigenous STEM Education: Perspectives from the Pacific Islands, the Americas and Asia, Volume 1 (Sociocultural Explorations of Science Education #29)
by Sharon Nelson-Barber Pauline W. U. ChinnThis book explores ways in which systems of local knowledge, culture, language, and place are foundational for STEM learning in Indigenous communities. It is part of a two-volume set that addresses a growing recognition that interdisciplinary, cross-cultural and cross-hybrid learning is needed to foster scientific and cultural understandings and move STEM learning toward more just and sustainable futures for all learners. Themes of learning from elders, through practice and place-based experiences are found across cultures. Each chapter brings a uniquely Indigenous point of view to the educational transformation efforts taking place in these distinct contexts. In the second section the chapters use authentic research stories to explain many ways in which regular disciplinary policies and practices can impact Indigenous students’ participation in STEM classrooms and careers. These authors go on to discuss ways to engage learners in STEM activities that are interconnected with the contexts of their lives.
Indigenous STEM Education: Perspectives from the Pacific Islands, the Americas and Asia, Volume 2 (Sociocultural Explorations of Science Education #30)
by Sharon Nelson-Barber Pauline W. U. ChinnThis book builds upon the range of Indigenous theory and research found in Volume I and applies these learnings to interventions in schools, communities, teacher education and professional development. It is part of a two-volume set addresses a growing recognition that interdisciplinary, cross-cultural and cross-hybrid learning is needed to foster scientific and cultural understandings and move STEM learning toward more just and sustainable futures for all learners. Authors working in Eurocentric settings of schools and colleges—whether in the continental or island United States, Canada, Thailand, Taiwan or Chuuk—utilize storytelling, place, language and experiential learning to engage students in meaningful, highly contextualized study that honors ancestral knowledge and practices. They recognize that their disciplines have been structured and colonized by Eurocentric/American frameworks that lack storied, ethical contexts developed through living sustainably in particular places. Recognizing that students seeking to enter STEM majors and careers now must be knowledgeable in multiple ways, authors describe innovative ways to immerse precollege learners as well as developing and practicing teachers in settings that intersect culture, place, heritage language, and praxis that enable Indigenous and local knowledge to become central to learning. Twenty-first century technologies of distance learning, digital story-telling, and mapping technologies now enable formerly marginalized, minoritized groups to share their worldviews and systems of knowledge.
Indigenous Technology Knowledge Systems: Decolonizing the Technology Education Curriculum (Contemporary Issues in Technology Education)
by P. John Williams Mishack T. GumboThere has been a growing interest in indigenous knowledge systems and research. This interest has been mainly triggered by the need to decolonize education as a response to the colonial onslaught on indigenous knowledge and people. Research has, however, concentrated on the generality of the indigenous knowledge system rather than on its related dimensions. One area that has suffered a lack of attention is indigenous conceptions of science, technology, engineering, and mathematics (STEM) despite the unquestionable evidence of STEM in indigenous contexts. Most STEM is presented by colonial establishments and representations, especially in developed/modern/urban contexts, which portray STEM as a colonial construct. This book focuses on indigenous technological knowledge systems education (ITKSE). Indigenous people have been at the front of technological developments from pre-colonial times. The list of precolonial industries, science, and technology is extensive, including blacksmithing, wood-carving, textile-weaving and dyeing, leather works, beadworks, pottery making, architecture, agricultural breeding, metal-working, salt production, gold-smithing, copper-smithing, leather-crafting, soap-making, bronze-casting, canoe-building, brewing, glass-making, and agriculture, for example. In some parts of the world such as Africa and Australia, these technologies still exist. ITKSE should not be left to exist outside of the technology education curriculum and classroom as it can benefit both indigenous students, who have been denied learning about what is relevant to them, and non-indigenous students. These cultural groups can expand their knowledge of technology by learning both ITKSE and Western technological knowledge systems education (WTKSE). ITKSE also presents opportunities for technology teachers to reflect on and revisit their depth of technological knowledge, pedagogies, and assessment. The intent of this book is transformational in the sense that it brings decolonial and indigenous perspectives into the technology education context. It extends technology education in the sense that it will not only influence Western-minded architects, artisans, designers, etc. but encourage indigenous-mindedness as well.
Indigenous Vanguards: Education, National Liberation, and the Limits of Modernism (Modernist Latitudes)
by Ben Conisbee BaerAnticolonial struggles of the interwar epoch were haunted by the question of how to construct an educational practice for all future citizens of postcolonial states. In what ways, vanguard intellectuals asked, would citizens from diverse subaltern situations be equally enabled to participate in a nonimperial society and world? In circumstances of cultural and social crisis imposed by colonialism, these vanguards sought to refashion modern structures and technologies of public education by actively relating them to residual indigenous collective forms.In Indigenous Vanguards, Ben Conisbee Baer provides a theoretical and historical account of literary engagements with structures and representations of public teaching and learning by cultural vanguards in the colonial world from the 1920s to the 1940s. He shows how modernizing educative projects existed in complex tension with impulses to indigenize national liberation movements, and how this tension manifests as a central aspect of modernist literary practice. Offering new readings of figures such as Alain Locke, Léopold Senghor, Aimé Césaire, D. H. Lawrence, Rabindranath Tagore, Mahatma Gandhi, and Tarashankar Bandyopadhyay, Baer discloses the limits and openings of modernist representations as they attempt to reach below the fissures of class that produce them. Establishing unexpected connections between languages and regions, Indigenous Vanguards is the first study of modernism and colonialism that encompasses the decisive way public education transformed modernist aesthetics and vanguard politics.
Indigenous, Modern and Postcolonial Relations to Nature: Negotiating the Environment (Routledge Environmental Humanities)
by Angela RoothaanIndigenous, Modern and Postcolonial Relations to Nature contributes to the young field of intercultural philosophy by introducing the perspective of critical and postcolonial thinkers who have focused on systematic racism, power relations and the intersection of cultural identity and political struggle. Angela Roothaan discusses how initiatives to tackle environmental problems cross-nationally are often challenged by economic growth processes in postcolonial nations and further complicated by fights for land rights and self-determination of indigenous peoples. For these peoples, survival requires countering the scramble for resources and clashing with environmental organizations that aim to bring their lands under their own control. The author explores the epistemological and ontological clashes behind these problems. This volume brings more awareness of what structurally obstructs open exchange in philosophy world-wide, and shows that with respect to nature, we should first negotiate what the environment is to us humans, beyond cultural differences. It demonstrates how a globalizing philosophical discourse can fully include epistemological claims of spirit ontologies, while critically investigating the exclusive claim to knowledge of modern science and philosophy. This book will be of great interest to students and scholars of environmental philosophy, cultural anthropology, intercultural philosophy and postcolonial and critical theory.
Indignai-vos
by Stéphane Hessel1.500.000 exemplares vendidos em França em apenas 5 meses. «Um pequeno grande livro, com ideias inovadoras e críticas certeiras»Mário Soares «A minha longa vida deu me uma série de motivos para me indignar.» Quem o escreve é Stéphane Hessel, herói da Resistência francesa, sobrevivente dos campos de concentração nazis e um dos redactores da Declaração Universal dos Direitos Humanos. É com a autoridade moral de um resistente inconformado e de um lutador visionário que Stéphane Hessel nos alerta, neste breve manifesto, para o facto de existirem hoje tantos e tão sérios motivos para a indignação como no tempo em que o nacional-socialismo ameaçava o mundo livre. Se procurarmos, certamente encontraremos razões para a indignação: o fosso crescente entre muito pobres e muito ricos, o estado do planeta, o desrespeito pelos imigrantes e pelos direitos humanos, a ditadura intolerável dos mercados financeiros, a injustiça social, entre tantos outros. Aceitemos o desafio de Stéphane Hessel, procurando neste livro e no mundo que nos rodeia os motivos para a insurreição pacífica, pois «cabe-nos a todos em conjunto zelar para que a nossa sociedade se mantenha uma sociedade da qual nos orgulhemos».
Indikatoren in Entscheidungsprozessen: Stärken und strukturelle Schwächen
by Alfred Nordmann Oliver Schlaudt Julia MörtelIndikatoren sind in Prozessen des Monitorings in allen gesellschaftlich relevanten Bereichen sowie in Prozessen der wirtschaftlichen und politischen Entscheidungsfindung von der lokalen Ebene bis zur internationalen Governance unverzichtbar geworden. Überall in der öffentlichen und medialen Kommunikation begegnen sie uns und rechtfertigen die Wahl zwischen unterschiedlichen Optionen. Doch was zeigen uns diese Indikatoren eigentlich genau an, worin beruht ihre Relevanz, was sind ihre Stärken, was aber auch ihre prinzipiellen Grenzen? Können sie die Komplexität einzelner Sachverhalte wirklich auf das Relevante reduzieren – oder verkomplizieren sie Probleme noch weiter? Stellen sie unsere Entscheidungen auf sichere Füße – oder wiegen sie uns lediglich in der Illusion von Objektivität?Das Buch leuchtet in kurzen Fallstudien die jeweiligen Grundlagen der Erstellung von Indikatoren, aber auch ihrer Verwendung und der Ergebnisinterpretation aus und betont Leistungen, aber auch Fallstricke und Fehlannahmen. Zudem versucht es zur besseren Orientierung auf diesem unübersichtlichen Gebiet auf möglichst verbindliche Weise in das verwendete Fachvokabular einzuführen.