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Internal conversation, eternal emigration
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You know which photo I am talking about. Yes, the one you had seen, and are now trying to unsee.
Of course, you, I, most of the people we know are objectively much more comfortable. We have water, electricity. We are not being bombed, daily. Half of our population has not been obliterated (well, likely). We have food. We are even, probably, comparatively healthy. I mean, at the very least we are not tethered to an IV while –
I know, I know. You are going to try to accuse me of generalizing individual pain. Nothing could be further from my intention. You can find out his name; you can find all their names. You can repeat them, post them, recite them. List their individual achievements. Think – covertly or openly – about all of the ways in which they are you, and in which they are not like you: for instance, highlight that he was a good student. That she was a mother. Or think that as a white person living in the ‘Global North’ this could under no circumstances be you.
What I am saying, however, is that under that order of moral complexity, outrage, guilt, certitude – all the things that wealthy, educated people in this part of the world have as a consequence of the fact (most of) their worlds had never visibly shattered – lies a deeper sentiment, and it is this sentiment you are now trying to unfeel. That sentiment tells you, with brutal precision of the consciousness of a species, that in addition to being a specific image of a specific person in a specific war in unbelievable agony – that picture is also you. That picture is what humanity is now, and if you are human, this is you.
That picture tells you, with brutal precision, that what you probably thought constituted basic precepts of humanity – that we help the ill and the wounded, that we do not attack unarmed civilians, that we do not under any conditions incinerate people tethered to an IV in a medical tent – is being burned alive, literally and metaphorically, as if there is a difference between the two anyway. That picture tells you that the order you thought protected you – yes, even you as a badass critic of liberalism, or whatever – no longer exists. That picture tells you that common humanity – however strongly or weakly you were invested in it – has no meaning as a term anymore.
That picture tells you that you will be obliterated tethered to a support system you have no recourse but to remain attached to.
Welcome.
Some of us have known that the world looks like this for a long time. But this isn’t about who is smart(er), or priority. It is about how – indeed, if – to go on living after this image. For living is the one thing that currently separates us from the dead. Hence live we must.
Under these conditions, there are about three options:
I’ll see you on the other side.
This is a module I taught in 21-22, 22-23, and 23-24 as a 10-credit (one term), 3rd year undergraduate elective module at Durham (in Department of Sociology, but open to other students). The module was quite popular and had a growing student enrolment; some of the student feedback I got, especially in its final year, was among the best I ever received (thank you!).
Anyway, knowing the scarcity of available resources for theory that steps outside of the ‘canonical’ way of teaching that focuses on the exegesis of (predominantly, if no longer exclusively) whitemalewestern thinkers, I decided to make some of these available publicly – note that this is a significantly different version than what was provided for Durham University students, as it omits some resources (notably presentations/slides and videos). The module has, of course, evolved over the years; if I were to continue teaching it there are things I would do differently, but this version should be good enough to support anyone looking for ways to think or learn about theory that depart from those conventionally taught.
P.S. I am also writing a book on the topic, so if you like this approach, do keep an eye out for when it’s published – and if you would like to learn more or discuss other ways to support your theory learning, feel free to contact me.
Syllabus
(note: sessions will be added on a weekly basis, allowing you to ‘follow’ the course through the term).
Intro post:
The purpose of this module is to introduce you to the ways in which we think of the relationship between social theory (theories about the society) and the production of knowledge — including its uses, applications in contemporary politics and policy, and social significance.
Knowledge is sometimes seen as something we possess individually — it is ‘in our heads’. Yet, knowledge is also, inevitably and irreducibly, social: it is produced through collectively organized practices of transmission, innovation, circulation and certification (if you do not know what these words mean, look them up — and then think: what elements of higher education they speak to?)
The module builds on and significantly extends your knowledge of the range of contemporary social theories, in a way that enables you to understand, critically assess, and independently learn about the relationship between knowledge – including theoretical knowledge – and the social context of its production and application.
The main pedagogical objective of the module is to allow students to develop a deeper understanding of the origins, development, and contemporary discussions concerning some of the following themes:
Throughout the module, we will consider these themes from a sociological angle, which means emphasizing the social processes, inequalities, and relations of power underpinning their contemporary manifestations and transformations. In addition to these, we will be drawing on a broad range of readings, concepts and ideas in history, philosophy, political theory and anthropology, reflecting the interdisciplinary nature of contemporary social theory.
Session 1: What is social about theory?
In this session, we introduce the module and its contents and modes of delivery, and the main topic – the relationship between social theory (and sociological knowledge more generally) and politics.
In preparation, think about what you have learned over the past two years and reflect on the following:
What is theory?
What does it mean to say that a statement is ‘theoretical’?
What is the relationship between theory and the social context of its production?
If you would like to learn more about my approach to social theory, you can read this interview.
Reading:
Mandatory (at least one):
Abend, G. (2008) The Meaning of Theory, Sociological Theory 26 (2), 173-199 https://journals.sagepub.com/doi/10.1111/j.1467-9558.2008.00324.x
Krause, M. (2016). The meanings of theorizing’, British Journal of Sociology 67 https://onlinelibrary.wiley.com/doi/epdf/10.1111/1468-4446.12187_4
Connell RW (1997) Why is Classical Theory Classical? American Journal of Sociology, 102(6): 1511-1557 https://www.jstor.org/stable/10.1086/231125
Additional:
Berger, P. & Luckmann, T. (1962). The social construction of reality. Introduction: The problem of the sociology of knowledge (11-33).
Haslanger, S. (2012). Resisting reality: social construction and social critique. Introduction;
Connell, R., Collyer, F., Maia, J., & Morrell, R. (2017). Toward a global sociology of knowledge: Post-colonial realities and intellectual practices. International Sociology, 32(1), 21–37. https://doi.org/10.1177/0268580916676913
Session 2: What is political about knowledge?
In this session, we begin to discuss different ideas about the role and purpose of theorizing and social-scientific knowledge more generally. What is the role of theory? How do we know if a theory is scientific? Is sociology a science?
Social sciences in the 20th century have mostly focused on the distinction between explanatory and interpretative approaches – one that seeks to postulate social mechanisms or universal ‘covering laws’ that should apply to all (or most) societies, equally, and the other that focuses on meanings of particular actions, institutions, and events within a social context. In some cases, these two modes of doing sociology have been associated with, respectively, objectivist and subjectivist ontologies – one that claims (social) reality exists independently of our perspectives and actions, and another that claims we are fundamentally involved in creating it:
Does sociology (‘only’) explain social events and processes, or does it aim to do something else – and what is that? Can sociology be objective in the same sense in which ‘natural’ sciences are held to be objective?In this session, we discuss some of the origins of these debates, their present transformations and uses, and the implications for sociological theorizing.
Preparation:
In preparation for the session, familiarize yourself (or refresh) background reading. Think about the following:
(1) What do you think is the role of sociology?
(2) How is sociological knowledge different from other kinds of knowledge – including ‘ordinary’ people’s?
(3) How do you understand the difference between explanation, interpretation, and critique?
Reading:
Background
Marx, K. (1845). Theses on Feuerbach. https://www.marxists.org/archive/marx/works/1845/theses/theses.htm
Weber, M (1958 [1917]) Science as a vocation. In: Gerth, HH, Mills, CW (eds) From Max Weber: Essays in Sociology. New York: Oxford University Press, 129–156.
Hamati-Ataya, I. 2018. “The ‘vocation’ Redux: A Post-Weberian Perspective from the Sociology of Knowledge.” Current Sociology 66 (7): 995–1012. doi:10.1177/0011392118756472.
Mandatory (two of the following):
Hedstroem, P. Dissecting the social: on the principles of analytical sociology, Chapter 2: Social Mechanisms and Explanatory Theory (11-32).
Sayer, A. (2011). Why Things Matter to People: Social Science, Values and Ethical Life, Introduction: a relation to the world of concern (1-18).
Bacevic, J. (2021). No such thing as sociological excuses? Performativity, rationality and social scientific expertise in late liberalism. European Journal of Social Theory, 24(3), 394–410. https://doi.org/10.1177/13684310211018939
Additional:
Glynos, J., Howarth, D. (2007). Logics of critical explanation in social and political theory. Routledge.
Hamati-Ataya, I. 2018. “The ‘vocation’ Redux: A Post-Weberian Perspective from the Sociology of Knowledge.” Current Sociology 66 (7): 995–1012. doi:10.1177/0011392118756472.
Hammersley, M. 2017. “On the Role of Values in Social Research: Weber Vindicated?” Sociological Research Online 22 (1): 7. doi:10.5153/sro.4197
Shapin, S. (2019). Weber’s Science as a Vocation: A moment in the history of “is” and “ought.” Journal of Classical Sociology, 19(3), 290–307. https://doi.org/10.1177/1468795X19851408
Seminar activity:
(1) Reflect and comment on the following quote:
Within the academy, the word theory has a lot of capital. I have always been interested in how the word theory itself is distributed; how some materials are understood as theory and not others. As a student of theory, I learned that theory is used to refer to a rather narrow body of work. Some work becomes theory because it refers to other work that is known as theory. A citational chain is created around theory: you become a theorist by citing other theorists that cite other theorists…
I was concerned with how statements made by the teacher, like “This is not about women,” were used to bypass any questions about how the figure of woman is exercised within a male intellectual tradition. When the essay was returned to me, the grader had scrawled in very large letters, ‘This is not theory! This is politics!’ “
Sara Ahmed, “Living a Feminist Life: Introduction”, 2017: 11
(2) Debate: “This House believes that theory is political”.
In randomly assigned teams, discuss and come up with three arguments in support of/against the motion.
On stepping away from the academic treadmill
This post is written at the start of the academic year 24/5, another year that everyone in academia is approaching with a sense of dread. This is the year in which we are facing institutions’ inability or unwillingness to condemn the genocide that we’ve spent the past year witnessing; their lack of capacity to divest from companies and systems that enable and perpetrate it; their, conversely, willingness and readiness (kudos to exceptions!) to crack down on students and staff who dare to stand up and at least call out the violent collapse of all political norms. Speaking of collapses, we are also witnessing the acceleration of climate collapse, which institutions sometimes pay lip service to, but do little to stop or challenge.
In the UK, what has been described as financial but should in fact be dubbed higher education’s crisis of legitimacy becomes apparent, as institutions introduce redundancies, including cutting the same staff whose publications, careers, or successes they proudly displayed on their home pages; burnout and what has (in another British penchant for euphemism) been dubbed the mental health crisis but in fact should be called necropolitics of academic labour continues to take those ‘lucky’ to escape the cuts; and there is no, absolutely none, conversation about what is it exactly we are doing, how and why, nor where we hope to be in 5, 10, 25 years.
It is also the academic year I will begin working part-time. The reasons for this decision (as for any decision) are complex, but they mostly have to do with coming to terms with what I believe to be the moral, political and, if you wish, ontological implications of the above. The assumption that you should always want more – money, status, publications, prestige – goes by so unquestioned even in parts of the academia that like to think of themselves as critical that willingly and visibly choosing less of any or all of these things tends, at best, to elicit incomprehension; at worst, fantastical hypotheses. In lieu of this, I thought I could share some useful or adaptable1 ideas how to create space between yourself and this context, to enable you to survive it – and, hopefully, generate alternatives that are healing, constructive, and revolutionary, rather than harmful, destructive, and reproductive of the exact same systems of oppression. This means I hope these ideas can be repurposed for whatever circumstances you find yourself in. They are, however, generated from my specific positionality, values, and experience; this means they are unlikely to apply to your situation verbatim, even if we occupy structurally similar positions.
There are reams and reams of paper written on the neoliberal techniques of measuring, (e)valuating, and fostering competition between people. Somewhat less on the degree to which academics internalize them. We are all guilty of this. I as well, despite investing a lot of effort to counter this tendency, as well as literally having written a PhD on why it happens, and why we cannot see it (yes, academia makes you stupider). The first step in moving away from the grind, then, is refusing to be judged solely or primarily by these optics and metrics, and developing alternative forms of valorisation, justification or, simply, reasons to exist (and I mean, especially for women, forms of valorisation other than care labour).
For my part, refusing institutional (de)valuation was not exactly a choice: my own institution made it perfectly clear where in their hierarchy of human beings I belonged (about 4 spine points or roughly £4,000/annum below men), and then persisted with differential (de)valuation over the next few years. In this kind of situation, you basically have two options. One, you can accept/internalize norms of the institution even when they are arbitrary and discriminatory (as my research demonstrates, intersectional bias will persist even in ‘soft’ evaluations), and either doubt your own competence, or work yourself to death by trying to overperform to reach the standard that differently-bodied, -accented, and/or -skinned (select combo) colleagues satisfy just by existing. Or you can choose to develop an internal (moral, intellectual, whatever you wish to call it) compass and decide what kinds of work, output, and engagement you truly value and find compelling; what kind of topics, causes, and individuals merit your time, and you really have something to contribute to; and, perhaps, what kind of work will make the world a better place. Of course, no-one (or close to no-one) is lucky enough to be able to do only this sort of work; but you can certainly make the decision to limit your dedication to the mechanisms of your own exploitation and channel that energy into something else. Which brings me to (2):
This, for the purposes of this post, can primarily be coded as time and energy invested in intellectual labour, but the logic is transposable to emotional labour (hint: that one friend who always expects you to help them navigate life’s dramas) or cognitive labour (hint: the amount of time you spend scrolling on social media, both generating income for digital platforms and training their or third-party algorithms – hence labour – and literally expanding energy, both by directing attention and actually consuming resources, from electricity to food and water).
As Marxist political economy teaches us, the nature of capitalism is such that it must generate profit (something it is increasingly failing at). In order to do this, it must extract more and more of your work for at least the same if not lower wage. This means that, even if nominally your working hours remain the same, you are – quite likely – working more. Furthermore, due to the nature of academic labour, it is relatively easy for this work to colonize other aspects of your life. As I’ve written before, your interest in, say, disability justice may be objectively independent of your relationship to your employer. But if a) your increasing awareness of disability justice can be converted into ‘EDI’; b) you will be using it to teach, publish, or cite in any way that reproduces academic capital (for instance, by publishing in peer-reviewed journals, or citing academic publications); c) you will be reading in your own spare time (does your workload feature an allowance for reading or ‘scholarship’?); in other words, if any or all of these apply – congratulations, your employer is benefitting from free labour. Yours.
As the example(s) above demonstrates, it is almost impossible to remain in a paid relationship and not be subject to this form of exploitation. This is why this is about restricting, not refusing entirely; of course, if you are entirely independent of paid (or waged) labour, that’s great, but is not the reality for most people. Restricting can take a variety of forms (needless to say, they are not mutually exclusive). One pretty standard form is so-called ‘working to contract’, where employees refuse to perform work or tasks outside of those specified in their contract. Members of UCU in the UK have practised working to contract as part of Action Short of A Strike in a series of recent industrial actions pertaining to pay and pensions (viciousness with which some universities have responded to ASOS is a sad reflection of how much working above contractual obligations has become normalized). Another is ‘quiet quitting’, which had become a buzzword reflecting the growing realization that, to borrow the title of Sarah Jaffe’s brilliant book, work won’t love you back (on why not to quit quietly on some other occasion).
But even just (‘just’) saying no assiduously to demands that overstep that boundary works. This isn’t about being ‘selfish’, or prioritizing own gain (academia gives you plenty of opportunities for that). Very simply, when faced with a demand, ask: who does this serve? What purpose does it serve? Is this a purpose I can get behind? What is the best way in which I can contribute to this purpose? My guess is that, in some contexts at least, you will begin to see that the purpose you believe you are contributing to – for instance, making the world a better place – is better served through other forms of engagement (if it’s not, great, you’re lucky). Which brings me to (3):
Now, of course, many people do work two jobs – including two full- (or close to full-) time jobs – either because this is the only way they can make ends meet or because what they are actually passionate or care about does not really pay (or not yet, or not enough). Equally revered and reviled – depending which side of neoliberalism you fall on – this approach is often contrasted with the security of a full-time job. Under traditional conditions of industrial capitalism, this, of course, makes some sense: a full-time permanent job equalled protections for pay through collective bargaining, benefits, pension and sick leave (and even health insurance, in some cases); in socialism, it even meant collective holidays or access to specific holiday sites (known as ‘corporate perks’ in capitalism); and, of course, it also meant – at least for those working in organizations that are not authoritarian or top-down – the possibility to work together for a future, in other words, to collectively decide what the organization was meant to be about (the meaning of co-op).
I certainly do not need to rehash all the reasons why this is no longer the case. But in addition to oft-repeated diagnoses like ‘neoliberalism’, “Thatcher” or “Toreeeys”, another element appears: the fact that even absent some of these conditions (neoliberalism is visibly dying, though it is hell-bent on taking you with it) few people have the energy, willingness or vision to build a world that’s more than just a dusted-off version of the old one with, you know, slightly better tech (NHS with in-app prescriptions or good pensions with access to online banking).
This has been the slowest and possibly most painful realization for me since moving permanently to the UK, some ten years ago. Most people’s imagination of alternatives is so depleted that the best it can come up with is a slightly less terrible version of the existing order, if not a return to its earlier form (something proponents of geoengineering and other technosolutions realize). Mark Fisher, who had the quirk for being a canary in the mine, encapsulated it well in the sentence “capitalist realism”. But it’s not (even) that the steady colonization of the lifeworld by forms of economic exchange has proceeded to the degree that few people are able to imagine alternatives; it’s that I strongly suspect they would not know what to do with them.
The problem with alternatives, as you learn if you grow up in (real) socialism and/or live in communities that share labour equitably, is that they are not perfect, and they also require hard work. Visions of a post-capitalist utopia where all work is performed by machines are both ludicrous and unsustainable (if nothing else, in terms of climate-wrecking resource extraction). This work, at times, can feel as uninspiring and as gruelling as in capitalism (let’s be honest, no-one likes cleaning toilets); if it is just and equitable, there are no unseen ‘others’ – migrants, women, underpaid research assistants, good citizens – to offload it to. For a lot of people, the preferred option then begins to be selectively shutting your eyes and pretending not to see your own implication in reproducing these systems, whilst making meek pronouncements about commitments to social justice or equality or even the good of non-human others, providing it can be safely done from the safety of your own home, Netflix and Amazon accounts, and Deliveroo meals.
What I want to propose as an antidote to this loss of a world-building capacity is a version of what James Scott dubbed a while ago ‘anarchist calisthenics’, but with a twist. Instead of imagining challenges to authority/status quo, I believe we must, every single day, engage in practising existing differently. I also think this need not (necessarily) take the form of ‘transgression’ or violation; many ways of existing differently are not explicitly proscribed. Perhaps we could dub this ‘existentialist calisthenics‘.
One way to start practising existing differently is engaging in simple acts of not contributing to capitalist reproduction. For instance: instead of going ‘shopping’, go for a walk, but not with an intention or purpose or to ‘exercise’ or to ‘think better’. Just walk. Or do nothing: as Jenny Oddell among others has written, not succumbing to the dictate of constant busyness can be surprisingly difficult for people who got used to being constantly plugged into the digital capitalist machinery (I recently learned that zoomers have become so unaccustomed to, as Pascal would have put it, coexisting with their own thoughts that apparently there is a term for not distracting yourself endlessly during car or plane rides – ‘rawdogging’.)
For instance: instead of spending the weekend preparing for the work ahead, or doomscrolling in an attempt to postpone this work, sleep. Or hang out with friends. Or go to a library and pick up a random book, spend ten minutes reading it, and then return it to the shelf. Do this several times over. Do not do this in order to “select one to take out” or “inform yourself about” or “see what else is new in”. Do it without purpose. The whole point is to break the cycle of ‘usefulness’ or ‘purposefulness’, which has, for most people, come to stand for ‘service to the capitalist economy’. You don’t necessarily need to go to the lengths of spending the weekend painting banners or distributing meals to the homeless or protesting the war in Palestine (though, as you learn to reclaim some of your personal time from the circuits of production, you may find out that there are more worthy ways of investing it than doomscrolling or spending money).
Making a conscious decision not to invest your energy and time into something that feeds the system, and to redirect it into something that does not, is the first step off the treadmill. It is, of course, even better if you do something that helps other people, non-humans, and causes, even if it’s a tiny thing: plant some flowers, pet a cat, chat to a person in the street. These small acts of redirection – out and away from the circuit of capitalism and into something else – will help sustain your ‘world-building capacity’, your ability not only to dream about a different world (which we are all prone to doing, given how terrible the one we inhabit is), but to begin to create it.
P.S. It’s important to note that I believe these three steps need to go together, and in sequence: just refusing the validation systems, methods and ceremonies of capitalism (How much do you earn? How many followers do you have? How thin, or coiffed, or made-up – by which we mean, how much money have you spent on looking it – are you? How successfully do you perform the usually unpaid labour of care, either by parenting, or cleaning, cooking, or just making capitalism look nicer?) will probably leave you feeling empty or lacking purpose (plus, possibly, deflated, once you realize how much of your life has been dedicated to them). Just restricting your expenditure on capitalist forms of (re)production will probably leave you with a much larger volume of time and energy, which is obviously fine – most of us have been so wrung out by constant competitive demands of capitalist overwork that everyone can benefit from a bit of extra time to recover, heal, and care for oneself. After that, however, you will probably feel the need to channel that energy somewhere. Old work demands will be quick to offer you relief from the shocking freedom of your own time. Redirecting this time and energy – even if it’s 10 minutes each day or one hour every month – into something that serves dismantling these oppressive systems, or helps other humans/non-humans, or the planet – will both make it easier for other people to exit them, and for you to resist being sucked back in.
More about how to do that in some future post. For the time being, start practising.
One of the things I most often hear when talking to people about climate change is “but what to do?” This, in and of itself, is good news. Perhaps owing to evidently extreme weather patterns1, perhaps owing to the concentrated efforts of primary/secondary school teachers2, perhaps owing to unceasing (though increasingly brutally repressed, even in the UK & the rest of Europe) efforts of activists, it seems the question whether climate change is ‘real’ has finally taken the back seat to “and what shall we do about it?”.
While climate denialism may have had its day, challenges now come from its cousins (or descendants) in the form of climate optimism, technosolutionism, or – as Linsey McGoey and I have recently argued – the specific kind of ignorance associated with liberal fatalism: using indeterminacy to delay action until certain actions are foreclosed. In the latter context in particular, the sometimes overwhelming question “what to do” can compound and justify, even if unintentionally, the absence of action. The problem is that whilst we are deliberating what to do, certain kinds of action become less possible or more costly, thus limiting the likelihood we will be able to implement them in the future. This is the paradox of inaction.
My interest in this question came from researching the complex relationship between knowledge (and ignorance) and (collective or individual) action. Most commonsense theories assume a relatively linear link between the two: knowing about something will lead you to act on it, especially in the contexts of future risk or harm. This kind of approach shaped information campaigns, or struggles to listen to ‘the science’, from early conversations around climate change to Covid-19. Another kind of approach overrides these information- or education-based incentives in favour of behavioural ‘nudges’; awareness of cognitive processing biases (well-documented and plenty) suggested slightly altering decisional infrastructure would be more efficient than trying to, effectively, persuade people to do the right thing. While I can see sense in both approaches, I became interested instead in the ambiguous role of knowledge. In other words, under what conditions would knowing (about the future) prevent us from acting (on the future)?
There are plenty of examples to choose from: from the critique of neoliberalism to Covid-19 (see also the above) to, indeed, climate change (free version here). In the context of teaching, this question often comes up when students begin to realize the complexity of global economy, and the inextricability of questions of personal agency from what we perceive as systemic change. In other words, they begin to realize that the state of the world cannot be reduced either to individual responsibility nor to the supposedly impersonal forces of “economy”, “politics”, “power” etc. But this rightly leaves them at an impasse; if change is not only about individual agency nor about large-scale system change, how can we make anything happen?
It is true that awareness of complexity can often lead to bewilderment or, at worst, inaction. After all, in view of such extraordinary entanglement of factors – individual, cultural, economic, social, political, geological, physical, biological – it can be difficult to even know how to tackle one without unpicking all others. Higher education doesn’t help with this: most people (not all, but most) are, sadly, trained to see the world from the perspective of one discipline or field of study3, which can rightly make processes that span those fields appear impossible to grasp. Global heating is one such process; it is, at the same time, geological, meteorological, ecological, social, political, medical, economic, etc. As Timothy Morton has argued, climate change is a ‘hyperobject’; it exceeds the regular boundaries of human conceptualization.
Luckily, social theory, and in particular social ontology, is particularly good at analysing objects. Gender – e.g. the notion of ‘woman’ – is an example of such an object. This does not mean, by the way, that ‘deconstructing’ objects, concepts, or notions needs to reduce from the complexity of their interrelation; in some approaches to social ontology, a whole is always more than the sum (or any deducible interrelation) of its parts. In other words, to ‘deconstruct’ climate change is not in any way to deny its effects or the usefulness of the concept; it is to understand how different elements – which we conventionally, and historically, but not-at-all necessarily, associate with disciplines or ‘domains’ – interact and interrelate, and what that means. Differently put, the way disciplines construct climate change as an object (or assemblage) tells us something about the way we are likely to perceive solutions (or ways of addressing it, more broadly). It does not determine what is going to happen, but it points to the venues (and limitations) humans are likely to see in doing something about it.
Why does this matter? Our horizon of agency is limited by what we perceive as subjects, objects, and forms of agency. In less weighty parlance, what (and whom) we perceive as being able to do stuff; and the kind of stuff it (they) can do. This, also, includes what we perceive as limitations on doing stuff, real or not. Two limitations apply to all human beings; time and energy. In other words, doing stuff takes time. It also consumes energy. This has implications for what we perceive as the stuff we can do. So what can we do?
As with so many other things, there are two answers. One is obvious: do anything and everything you can, and do it urgently. Anything other than nothing. (Yes, even recycling, in the sense in which it’s better than not recycling, though obviously less useful than not buying packaging in the first place).
The second answer is also obvious, but perhaps less frequent. Simply, what you aim to do depends on what you aim to achieve. Aiming to feel a bit better? Recycle, put a poster up, maybe plant a tree (or just some bee-friendly plants). Make a bit of a difference to your carbon emissions? Leave the car at home (at least some of the time!), stop buying stuff in packaging, cut on flying, eliminate food waste (yes, this is fact very easy to do). Make a real change? Vote on climate policy; pressure your MP; insulate your home (if you have one); talk to others. Join a group, or participate in any kind of collective action. The list goes on; there are other forms of action that go beyond this. They should not be ranked, not in terms of moral rectitude, nor in terms of efficiency (if you’re thinking of the old ‘limitations of individual agency’ argument, do consider what would happen if everyone *did* stop driving and no, that does not mean ambulance vehicles).
The problem with agency is that our ideas of what we can do are often shaped by what we have been trained, raised, and expected to do. Social spaces, in this sense, also become polygons for action. You can learn to do something by being in a space where you are expected to do (that) something; equally, you learn not to do things by being told, explicitly or implicitly, that it is not the done thing. Institutions of higher education are really bad at fostering certain kinds of action, while rewarding others. What is rewarded is (usually) individual performance. This performance is frequently framed, explicitly or implicitly, as competition: against your peers (in relation to whom you are graded) or colleagues (with whom you are compared when it comes to pay, or promotion); against other institutions (for REF scores, or numbers of international students); against everyone in your field (for grants, or permanent jobs). Even instances of team spirit or collaboration are more likely to be rewarded or recognized when they lead to such outcomes (getting a grant, or supporting someone in achieving individual success).
This poses significant limitations for how most people think about agency, whether in the context of professional identities or beyond (I’ve written before about limits to, and my own reluctance towards, affiliation with any kind of professional let alone disciplinary identity). Agency fostered in most contemporary capitalist contexts is either consumption- or competition-oriented (or both, of course, as in conspicuous consumption). Alternatively, it can also be expressive, in the sense in which it can stimulate feelings of identity or belonging, but it bears remembering these do not in and of themselves translate into action. Absent from these is the kind of agency I, for want of a better term, call world-building: the ability to imagine, create, organize and sustain environments that do more than just support the well-being and survival of one and one’s immediate in-group, regardless how narrowly or broadly we may define it, from nuclear family to humanity itself.
The lack of this capacity is starkly evident in classrooms. Not long ago, I asked one of the groups I teach for an example of a social or political issue they were interested in or would support despite the fact it had no direct or personal bearing on their lives. None could (yes, the war on Gaza was already happening). This is not to say that students do not care about issues beyond their immediate scope of interest, or that they are politically disenchanted: there are plenty of examples to the contrary. But it is to suggest that (1), we are really bad at connecting their concerns to broader social and political processes, especially when it comes to issues on which everyone in the global North is relatively privileged (and climate change is one such issue, compared to effects it is likely to have on places with less resilient infrastructure); and (2), institutions are persistently and systematically (and, one might add, intentionally) failing at teaching how to turn this into action. In other words: many people are fully capable of imagining another world is possible. They just don’t know how to build it.
As I was writing this, I found a quote in Leanne Betasamosake Simpson’s (excellent) As We Have Always Done: Indigenous Freedom Through Radical Resistance that I think captures this brilliantly:
Western education does not produce in us the kinds of effects we like to think it does when we say things like ‘education is the new buffalo’. We learn how to type and how to write. We learn how to think within the confines of Western thought. We learn how to pass tests and get jobs within the city of capitalism. If we’re lucky and we fall into the right programs, we might learn to think critically about colonialism. But postsecondary education provides few useful skill sets to those of us who want to fundamentally change the relationship between the Canadian state and Indigenous peoples, because that requires a sustained, collective, strategic long-term movement, a movement the Canadian state has a vested interest in preventing, destroying, and dividing.
(loc 273/795)
It may be evident that generations that have observed us do little but destroy the world will exhibit an absence of capacity (or will) to build one. Here, too, change starts ‘at home’, by which I mean in the classroom. Are we – deliberately or not – reinforcing the message that performance matters? That to ‘do well’ means to fit, even exceed, the demands of capitalist productivity? That this is how the world is, and the best we can do is ‘just get on with it’?
The main challenge for those of us (still) working in higher education, I think, is how to foster and stimulate world-building capacities in every element of our practice. This, make no mistake, is much more difficult than what usually passes for ‘decolonizing’ (though even that is apparently sometimes too much for white colonial institutions), or inserting sessions, talks, or workshops about the climate crisis. It requires resistance to reproducing the relationship to the world that created and sustains the climate crisis – competition-oriented, extractive, and expropriative. It calls for a refusal to conform to the idea that knowledge should, in the end, serve the needs of (a) labour market, ‘economy’, or the state. It requires us to imagine a world beyond such terms. And then teach students how to build it.