Nommer les plantes et les formations végétales*

Pourquoi nommer et que nomme-t-on ? L’urgence intellectuelle s’imposant à l’homme est d’ordonner le monde pour en dégager une cohérence. L’activité de classement permet à l’individu d’articuler entre eux des objets (ici végétaux) et sa propre personne. L’outil de cette première systématique est l’établissement de rapports de similitude et d’analogie. L’homme nomme un ensemble d’objets, perçu comme homogène et différent de tous les autres. Cette activité de classement et de dénomination produi..

Nonhumans in participatory design

© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. This article examines the role that nonhumans play in participatory design. Research and practice concerned with participatory design mostly focuses on human participants, however nonhumans also participate in the design process and can play a significant role in shaping the process. This article focuses on how nonhumans participate in the design process. An empirical case study is used to illustrate how humans and nonhumans assemble to form networks in order to effect a design. Nonhumans increase the level of participation in a design process. The case study reveals how nonhumans help to maintain, destroy or strengthen networks by substituting, mediating and communicating with humans and often, in doing so, making human actors more or less visible in the process. Nonhumans play a part in configuring the social. Revealing the presence and roles of nonhumans is an important means through which to increase the democracy within the design process

Supporting alternative organizations? Exploring scholars’ involvement in the performativity of worker-recuperated enterprises

This article analyses the role of academics in the production and maintenance of alternative organizations within the capitalist system. Empirically, we focus on academics from the University of Buenos Aires who, through the extension programme Facultad Abierta, have supported worker-recuperated enterprises since their emergence in Argentina in the early 2000s. Conceptually, we build on prior studies on worker-recuperated enterprises as well as the ‘critical performativity’ concept that we define as scholars’ subversive interventions that can involve the production of new subjectivities, the constitution of new organizational models and/or the bridging of these models to current social movements. Our results uncover the multiple roles of academics in relation to these three facets and highlight the key interactions of these roles. In so doing, our analysis advances prior studies of worker-recuperated enterprises by clarifying how academics can support alternative organizations while offering a renewed conceptualization of critical performativity as a multifaceted process through which academics and workers interact

Toward critical pedagogies of the international? Student resistance, other-regardedness and self-formation in the neoliberal university

Anxieties regarding colonial and neoliberal education have generated multiple calls for critical international pedagogies. Scholars of critical pedagogy have analyzed the pedagogies of the neoliberal project, whose ethos and economic imperatives aim to produce apolitical consumers and future citizens. Such calls, this article argues, articulate a concern about other-regardedness, critiquing the impact of neoliberalism on the cultivation of student values and relations toward politics, society, and others. How can we articulate a critical international pedagogy informed by, and enhancing, students’ and future citizens’ other-regardedness toward those “superfluous” and “disposable” others outside the classroom and the formal curriculum? To this end, we mobilize Michel Foucault’s thinking of “counter-conduct” to illuminate how students resist being conducted as self-interested and apolitical consumers. Such practices remain largely unexplored in examinations of recent student protests and occupations. Examining the 2005 student occupation of a French university against the local government’s abandonment of asylum-seekers, we discuss students’ own processes of social participation and self-formation, thus exploring the possibilities and tensions for advancing a critical and other-regarding pedagogy. Greater attention to students resisting the historically blind and market-driven rationalities and techniques of governing—inside and outside classrooms and curricula—marks an important point of departure for critical pedagogies of the international