Occupy Climate: Social Movement-Building in Literature, Politics, and the Arts

2018 ◽  
Vol 31 (1) ◽  
pp. 96-103
Author(s):  
Stephanie LeMenager

Abstract New books by Shelley Streeby, Robert Marzec, and Ashley Dawson point the way toward a cultural criticism for the climate change era. In its own way, each seeks to change the methods of literary and cultural studies, to change the form of the academic monograph, and to encourage a just transition from the radically unequal and ecologically injured world of the now. All three can be seen as contributing to the social and academic movement known as Environmental Justice or Critical Environmental Justice. All three evoke, to some extent, earlier, experimental scholarly works influenced by or generative for the Occupy movement, writings by theorists and practitioners of tactical media like McKenzie Wark and Ricardo Dominguez, and such popular radical thinkers as Mike Davis, Rebecca Solnit, Naomi Klein, and Winona LaDuke. Finally, all three books emerge, somewhat unexpectedly, from literature departments, raising the question of what we mean by literary and cultural studies at this moment in the eclipse of humanism by planetary geology and posthumanist philosophical thought.

2019 ◽  
Vol 17 (1) ◽  
pp. 63-86 ◽  
Author(s):  
Thomas Macintyre ◽  
Tatiana Monroy ◽  
David Coral ◽  
Margarita Zethelius ◽  
Valentina Tassone ◽  
...  

This paper addresses the call for more action-based narratives of grassroot resistance to runaway climate change. At a time when deep changes in society are needed in order to respond to climate change and related sustainability issues, there are calls for greater connectivity between science and society, and for more inclusive and disruptive forms of knowledge creation and engagement. The contention of this paper is that the forces and structures that create a disconnect between science and society must be ‘transgressed’. This paper introduces a concept of Transgressive Action Research as a methodological innovation that enables the co-creation of counter hegemonic pathways towards sustainability. Through the method of the Living Spiral Framework, fieldwork reflexions from the Colombian case study of the international T-Learning project were elicited, uncovering and explicating the transgressive learning qualities needed to respond to climate change. As part of a larger action–research project, this paper combines the arts with the social sciences, demonstrating how the concept of ‘Transgressive Action Research’ can enable co-researchers to engage in disruptive and transformative processes, meeting the need for more radical approaches to addressing the urgent challenges of climate change.


2010 ◽  
Vol 3 (2) ◽  
pp. 21-34 ◽  
Author(s):  
Andrew McGregor

The United Nations Framework Convention on Climate Change (UNFCCC) Reducing Emissions from Deforestation and Degradation (REDD) programme is poised to radically restructure forest management and politics. The programme will eventually provide $30 billion a year in grant and market finance to prevent carbon emissions caused by forest conversion in non-Annex 1 countries. As a consequence new carbon networks involving investment agencies, carbon traders, government departments and NGOs are forming to profit from the programme. This paper analyses the ongoing evolution of REDD from four perspectives drawn from political ecology – classic political ecology, eco-governmentality, eco-dependence, and environmental justice. I argue that both the dominant global managerialist perspective, that sees REDD as an apolitical technical and programmatic challenge, and the oppositional populist response, that sees REDD as a form of neo-liberal expansionism infringing on forest people's rights, gloss over the importance of place. Drawing from the experiences of two advanced REDD pilot projects located in the Indonesian province of Aceh, I explore the particularities of place in shaping how REDD is unfolding. Rather than rejecting, or uncritically accepting, this new form of green neo-liberalism I argue for more contextualised responses that maximise the social and environmental gains that can be made, while also highlighting the negativities involved.


2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Corrie Grosse

These slides are intended to help students develop a justice-based lens for analysis of the relationship between energy and society. In particular, they explore the concepts of environmental justice and climate justice, drawing on the case of the No Dakota Access Pipeline movement by the Standing Rock Sioux and their allies. These slides were created by a sociologist to serve as an introductory set of slides for an environmental studies course on energy and society. They would also be well suited for a class period dedicated to themes of environmental justice and climate justice, especially for how these relate to energy extraction. To illuminate the social justice implications of energy extraction and resulting climate change, the slides include brief examples from the Biloxi-Chitimacha-Choctaw Tribe, who are climate refugees from Louisiana; women resisting mountain top removal coal mining in Appalachia; and Nez Perce experiences losing traditional food sources because of climate change. These slides include an 8-minute video on Standing Rock and 15-minute discussion-based activity.


2021 ◽  
Vol 4 (1) ◽  
pp. 6
Author(s):  
Stephanie T. Varga

This generative, theoretical descriptive paper, presents a framework I have designed to help teachers create on-line lessons that weave science from the curriculum into mythology. By mythologizing the curriculum, the teacher broadens the mindset of their students by allowing them to see the living-Earth as interconnected. This framework is timely, as many students are reacting to the policy around climate change, or absence of it, with fear and anxiety. The culminating artistic project of the digital game provides an opportunity for expression. It calls on the player to create a work of art that connects what they have learned from the game with their own experiences. The artistic project values the perspective of each contributor so that their anxieties can be heard. A direction for future research is a study that is embedded in a workshop for teachers. The workshop gives teachers an opportunity to learn about the framework while the study aims to learn about the myth-building experiences of teachers. The study follows the arts-based-research paradigm so that primacy can be given to the myths created by the teachers. As an exemplar of this framework, I present an on-line game I have created that connects several domains pertinent to the education of climate change including the personal, the social, and the scientific. The Google Sites game includes an assessment with instructions.


Author(s):  
Rebecca Colesworthy

Chapter 1 takes a cue from recent anthropologists who have stressed the influence of Mauss’s socialism on his sociological work. Returning to Mauss’s The Gift, the chapter argues that what links his essay to the experimental writing of his literary contemporaries is not their shared fascination with the primitive, as other critics have suggested, but rather their shared investment in reimagining social possibilities within market society. Mauss was, as his biographer notes, an “Anglophile.” Shedding light on his admiration of British socialism and especially the work of Beatrice and Sidney Webb—friends of Virginia and Leonard Woolf—as well as competing usages of the language of “gifts” in the social sciences and the arts, the chapter ultimately provides a new material and conceptual framework for understanding the intersection of largely French gift theory and Anglo-American modernist writing.


Author(s):  
Nisha P R

Jumbos and Jumping Devils is an original and pioneering exploration of not only the social history of the subcontinent but also of performance and popular culture. The domain of analysis is entirely novel and opens up a bolder approach of laying a new field of historical enquiry of South Asia. Trawling through an extraordinary set of sources such as colonial and post-colonial records, newspaper reports, unpublished autobiographies, private papers, photographs, and oral interviews, the author brings out a fascinating account of the transnational landscape of physical cultures, human and animal performers, and the circus industry. This book should be of interest to a wide range of readers from history, sociology, anthropology, and cultural studies to analysts of history of performance and sports in the subcontinent.


Author(s):  
Simon Keegan-Phipps ◽  
Lucy Wright

This chapter considers the role of social media (broadly conceived) in the learning experiences of folk musicians in the Anglophone West. The chapter draws on the findings of the Digital Folk project, funded by the Arts and Humanities Research Council (UK), and begins by summarizing and problematizing the nature of learning as a concept in the folk music context. It briefly explicates the instructive, appropriative, and locative impacts of digital media for folk music learning before exploring in detail two case studies of folk-oriented social media: (1) the phenomenon of abc notation as a transmissive media and (2) the Mudcat Café website as an example of the folk-oriented discussion forum. These case studies are shown to exemplify and illuminate the constructs of traditional transmission and vernacularism as significant influences on the social shaping and deployment of folk-related media technologies. The chapter concludes by reflecting on the need to understand the musical learning process as a culturally performative act and to recognize online learning mechanisms as sites for the (re)negotiation of musical, cultural, local, and personal identities.


2021 ◽  
Vol 13 (15) ◽  
pp. 8335
Author(s):  
Jasmina Nedevska

Climate change litigation has emerged as a powerful tool as societies steer towards sustainable development. Although the litigation mainly takes place in domestic courts, the implications can be seen as global as specific climate rulings influence courts across national borders. However, while the phenomenon of judicialization is well-known in the social sciences, relatively few have studied issues of legitimacy that arise as climate politics move into courts. A comparatively large part of climate cases have appeared in the United States. This article presents a research plan for a study of judges’ opinions and dissents in the United States, regarding the justiciability of strategic climate cases. The purpose is to empirically study how judges navigate a perceived normative conflict—between the litigation and an overarching ideal of separation of powers—in a system marked by checks and balances.


Author(s):  
James ROSE

ABSTRACT Within the context of the work and achievements of James Croll, this paper reviews the records of direct observations of glacial landforms and sediments made by Charles Lyell, Archibald and James Geikie and James Croll himself, in order to evaluate their contributions to the sciences of glacial geology and Quaternary environmental change. The paper outlines the social and physical environment of Croll's youth and contrasts this with the status and experiences of Lyell and the Geikies. It also outlines the character and role of the ‘Glasgow School’ of geologists, who stimulated Croll's interest into the causes of climate change and directed his focus to the glacial and ‘interglacial’ deposits of central Scotland. Contributions are outlined in chronological order, drawing attention to: (i) Lyell's high-quality observations and interpretations of glacial features in Glen Clova and Strathmore and his subsequent rejection of the glacial theory in favour of processes attributed to floating icebergs; (ii) the significant impact of Archibald Geikie's 1863 paper on the ‘glacial drift of Scotland’, which firmly established the land-ice theory; (iii) the fact that, despite James Croll's inherent dislike of geology and fieldwork, he provided high-quality descriptions and interpretations of the landforms and sediments of central Scotland in order to test his theory of climate change; and (iv) the great communication skills of James Geikie, enhanced by contacts and evidence from around the world. It is concluded that whilst direct observations of glacial landforms and sediments were critical to the long-term development of the study of glaciation, the acceptance of this theory was dependent also upon the skills, personality and status of the Geikies and Croll, who developed and promoted the concepts. Sadly, the subsequent rejection of the land-ice concept by Lyell resulted in the same factors challenging the acceptance of the glacial theory.


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