Cultivating community economies: tools for building a liveable world

One chapter allowed - 18mth embargoAmid the failure of traditional politics and policies to address our fundamental challenges, an increasing number of thoughtful proposals and real-world models suggest new possibilities, this book convenes an essential conversation about ..

What are we fighting for? Ideological posturing and anarchist geographies

Recent debates in radical geography seem determined to be oppositional and in so doing simplify what is at stake. We need to celebrate and maintain the openness of geography to multiple perspectives while simultaneously developing more action-oriented, hopeful ways forward. Anarchist perspectives hold plenty of promise for radical geography, but only if we critically interrogate their principles and empirics

Revisiting Ruddick: Feminism, pacifism and non-violence

This article explores feminist contentions over pacifism and non-violence in the contextof the Greenham Common Peace Camp in the 1980s and later developments offeminist Just War Theory. We argue that Sara Ruddick’s work puts feminist pacifism, its radical feminist critics and feminist just war theory equally into question. Although Ruddick does not resolve the contestations within feminism over peace, violence and the questions of war, she offers a productive way of holding the tension between them. In our judgment, her work is helpful not only for developing a feminist political response to the threats and temptations of violent strategies but also for thinking through the question of the relation between violence and politics as such

Transdisciplinary learning: Transformative collaborations between students, industry, academia and communities.

Background and objectives of the case An analogy: Imagine you are invited to a dinner party, but instead of a stuffy sit-down affair, your host asks you to bring your favourite ingredient, and together you prepare a delicious feast of unique and distinct flavours. UTS’s transdisciplinary initiatives are changing the shape of higher education and forging innovative partnerships by bringing together diverse professional fields. With a focus on practice-based and problem-focused learning, UTS educational programs combine the strengths of multiple disciplines, industries, public sector organisations, and the community to turn real-world problems into rewarding opportunities for education and also “learning for a lifetime”. In place of the limitations of artificial disciplinary boundaries, transdisciplinary learning practices create synergistic and innovative approaches to grappling with complex applied challenges. Students, researchers, practitioners, community members and other stakeholders combine their knowledge, tools, techniques, methods, theories, concepts, as well as cultural and personal perspectives. By understanding problems holistically, the solutions that emerge are bold, innovative, and creative, as well as mutually beneficial. We view this as the future of education: good to work with, and good to think with — problem solving for (and with) industry and society. The Faculty of Transdisciplinary Innovation is re-imagining how education, research, and professional practice can work together to navigate today’s complex problems, and create commercially attractive and socially responsible futures. We also practice what we preach: for example, staff professional development to enact these models in our own teaching; educational programs to provide experiential learning around problem solving within a rapidly-changing environment involving students from across different disciplines and cultural backgrounds; as well as policy development and research on today’s pressing “wicked problems” with industry and government. Primary objectives of this next practice concept of transdisciplinary learning, include: - To promote a shift in industry-university engagement from producing “knowledge for society” to co-generating “knowledge with society”; - To build a resilient ecosystem for co-learning; - To create and sustain future-oriented degree programs with collaboration between industry, government, and community at the centre, geared to prepare our graduates for the complex challenges of a networked world; - To create an agile and responsive industry-university lab environment for generating and testing new experimental models; - To enable industry – by collaborating with our students and academics – to see their problems from a fresh perspective, often through different and revealing lenses, and to notice opportunities and spot challenges that may have otherwise been overlooked; - To prepare students to lead innovation in a rapidly-changing and challenging world; and - To graduate students who are ‘complexity-fluent’, systems thinkers, creative problem-posers and -solvers, and imaginative, ethical citizens

Scholar-activists in an expanding European food sovereignty movement

This article analyzes the roles, relations, and positions of scholar-activists in the European food sovereignty movement. In doing so, we document, make visible and question the political dimensions of researchers' participation in the movement. We argue that scholar-activists are part of the movement, but are distinct from the affected constituencies, put in place to ensure adequate representation of key movement actors. This is because scholar-activists lack a collective identity, have no processes to formulate collective demands, and no mechanisms for inter-researcher and researchers-movement communication. We reflect on whether and how scholar-activists could organize, and discuss possible pathways for a more cohesive and stronger researcher engagement in the movement.</p

For Joan:Some letters with reverence, an honorary degree, and a dialogical tribute

In 2012, I co‐taught, with Anne‐Charlott Callerstig, a master's course module at Linköping University in Swedenentitled ‘Intersectional Gender, and Institutional and Organizational Work’. Towards the end of the course I was emailed by Donald Van Houten asking for contributions to a text to be presented at a reception on International Women's Day, 8 March 2012, at the University of Oregon, honouring Joan Acker and her remarkable career. The reception was part of the Lorwin Lecture Series on ‘Civil Rights and Civil Liberties’ and the Wayne Morse Center symposium on ‘Gender Equity and Capitalism’. To honour Joan and her legacy, I was asked to send a personal statement testifying to Joan's impact on her life and work, to be collected together in a small book. We were using some of Joan's writing as key texts on the module, so it seemed appropriate to do something collectively, and accordingly I asked the students to write short ‘letters’ to Joan. I sent off our letters, which we called ‘Some Letters Written with Reverence’; I trust Joan received them and liked them. Therefore, here in this writing for Joan there are three parts. In the first, the ‘letters’ are reproduced; the next is the edited proposal I wrote for Joan to be awarded an honorary doctorate at Hanken School of Economics, the Swedish‐language business school in Helsinki, Finland; she received the honour in 2011; and for the last part, I add an additional personal tribute and reflection from the vantage point of now, today

Attending to difference: enacting individuals in food provision for residents with dementia.

In the face of warnings about total institutions and growing concern about the quality of care, healthcare professionals in Western Europe and North America have increasingly been exhorted to tailor their services to individuals in their care. In this article, we invite our readers to become more interested in the kinds of differences care is being tailored to, and with what effects. Focusing on food provision for residents with dementia, we present three repertoires through which care workers attend to, and enact different sets of differences between individuals: providing choice allows residents to express fleeting preferences; knowing residents places emphasis on care providers' familiarity with a person; and catering to identities brings to the fore the tastes which make up part of who someone is. The analysis brings attending to difference to the fore as a practical process and suggests that tailoring care requires sensitivity to the different kinds of individuals enacted when attending to difference

Measles outbreak on a cruise ship in the western Mediterranean, February 2014, preliminary report

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Situated solidarities and the practice of scholar-activism

Drawing on an analysis of an ongoing collaboration with rural peasant movements in Bangladesh, we explore the possibility of forging solidarity through practices of scholar-activism. In so doing, we consider the practice of reflexivity, reconsider forms of solidarity, and draw on the concept of convergence spaces as a way to envision sites of possibility. We mobilize the notion of situated solidarities to propose an alternative form of reflexive practice in scholarship. We then posit that there are six ‘practices’ that provide a useful schematic for thinking through the opportunities for the construction of these solidaritie