1 - 6 of 6 Chapters
[The three interconnected imperatives of this Haraway quote encapsulate the main concerns of this book – how we go about this job of making the Anthropocene short/thin; how we cultivate alternative epochs that replenish refuge; and how to do this in a multitude of ways – ‘in every way...
[This chapter offers a brief overview of some developments in social science research-related to posthumanism, post-qualitative, and futures-making research practices that were influential in the shaping of the research included in this book. It outlines the broad methodological principles,...
[This section of the book has assembled evidence of the apocalyptic imaginary in young people’s contemporary anticipations of the future. Rather than view these visions as an implacable negative that would elicit a reaction of erasing them or rushing too quickly to alleviate them, it proposes a...
[Starting with the notion of ‘wresting control from the elders’ as a defining feature of the imaginary of revolution, this part of the book examines how the school climate strikes (SCS) of 2019–2020 enacts this orientation, in being a youth activist movement attempting to draw attention to the...
[What characterises the imaginary of utopia? What pedagogies of/for the future does it offer us? Following Abensour’s challenge to think of utopia as the space of education, of ‘desiring more, desiring better, and above all desiring otherwise’, how can we think of ‘the education of desire’ now...
[The Anthropocene is that epoch that shines an unrelenting light on the failures of modernity and Enlightenment thought that sought to separate nature from culture, mind from body, and consolidated racial and social hierarchies in the name of progress. The consequences of these failures are...
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