How do we address the threat of social and environmental destruction while creating and maintaining liveable worlds?
Expert scholars from diverse backgrounds unpack the question in this research-oriented, real-world challenges-focused collection.
The authors explore practices of repairing damaged ecologies across different locations and geographies and propose innovative ideas for the conservation, mending, care and empowerment of human and non-human ecologies.
This ground breaking collection establishes ecological reparation as an urgent and essential topic of public and scholarly debate.
Introduction This chapter explores reparative possibilities in and through education, with a specific focus on reparative pedagogy. It does so by sharing examples I’ve encountered and by documenting many ongoing conversations around the possibilities and challenges of describing, designing and imagining pedagogy as reparative. These include conversations with friends, researchers, educators and activists, many (but not all) of which take place within the Education, Justice and Memory network (EdJAM). EdJAM exists to support and learn more about creative
Colombia, an imaginary mobilizing hopes for peace and the absence of war. Post-accord also draws attention to the ways in which the landscape after the accord has importantly been shaped by people on the move also inhabiting Colombia after the 2016 peace accord signature. Within this landscape, governmental reparation and international asylum are deployed as cynical projects that are supposedly designed to reinstate lost rights and conditions, but end up reproducing historical asymmetries of power between the state and those who apply for registration and compensation
The previous chapter discussed some of the more structural problems with how transitional justice (TJ) and disarmament, demobilization and reintegration (DDR) view and categorize the people that benefit from and participate in these mechanisms, and how that approach does not help to promote reconciliation and gendered transformation. This chapter looks at how Colombia’s reparation and reincorporation processes incorporate a gender perspective. It thus answers the first part of the question guiding this book: what are the gendered dynamics of current
87 FIVE Reparation and redress To provide ‘redress’ is to remedy or rectify a wrong. (Royal Commission into Institutional Responses to Child Sexual Abuse, 20131) In Chapter Three, we found that public inquiries have consistently identified harms or ‘wrongs’ experienced in care. In Chapter Four, we considered acknowledgements of these harms and that a crucial aspect of an apology is reparation. Indeed, acknowledgement and apology are parts of reparation, or redress, and are means of remedying or rectifying harms, as explained by the Australian Royal
ecological care with care for people. No justice, no ecological peace. Attempting a modest contribution to efforts addressing this situation, Ecological Reparation engages with social-environmental degradation by trying to rethink concepts and practices that may be needed to repair and to remediate both damaged ecologies and persistent inequities in ways that support resurgence against more than human injustice. This book takes up this task from a diversity of theoretical and political fronts, unpacking some of the workings at stake in the conceptual coupling of the
ourselves allowing climate deniers to perforate our principles and convictions – but because we meet the alterity against which we assert ourselves, with our convictions and their enemies; we meet other ways of defining what ecology means and how reparation is done, other ways of delimiting life from death, other modes of practicing time and grief. An ecological reparation otherwise. Hesitation, for me, has unravelled partaking in the efforts of Likanantai and Mapuche communities to heal lands, waters and atmospheres damaged by settler-colonialism. In the presence of
PART III Education’s Reparative Possibilities: Responsibilities and Reckonings for Sustainable Futures
Introduction This chapter discusses the importance of historical thinking for futures-oriented policy in education. It proposes that a concept of ‘reparative futures’ can be a generative basis for knowledge and learning, not only in formal educational institutions, but in community organizations, workplaces and in all sites of cultural exchange. The idea of reparative futures signals a commitment to identify and recognize the injustices visited on, and experienced by, individuals and communities in the past. It understands that these past injustices, even
Atlantic universals’ ( Trouillot, 2021 : 142) of the citizen, the state, the human, determining who has the right to live and who will be left to die. That is to say, insofar as White supremacy and coloniality exploit and dispose of Black bodies as infrastructure for White self-reproduction , the evident ideals of state, citizenship and infrastructural citizenship must themselves be pried open as analytical fictions through insistent projects of reparative infrastructural justice. Infrastructure has an inherently uneven capacity to connect and to provide for some
