Ecotourism is primarily perceived and studied as an alternative to resource extraction, even though increasingly the two coexist side by side in a nexus. This article investigates how such instances of copresence are marginalized in literatures about ecotourism and extraction, constituting a “blind spot“ in academic literature. An extensive literature review focuses on the existing knowledge trends and paradigms in the production of knowledge about ecotourism and extraction, and analyzes whether they contribute to the “blind spot“ or can be mobilized by the nexus perspective. Finally, the article briefly outlines two methodological approaches for studying ecotourism and extraction as a nexus.
Building on Existing Trends in Knowledge Production to Study the Copresence of Ecotourism and Extraction
Hannah Swee and Zuzana Hrdličková
The Power Dynamics of Knowledge Production in Political Thought
Camilla Boisen and Matthew C. Murray
limit the scope of our exposition here to speak in broad terms about the production of knowledge and the forms in which most of you, an academic audience, participate in and experience those processes. 1 We will draw parallels in the thought
US Military Investments in the Concept of Creativity, 1945–1965
Bregje F. Van Eekelen
a vital site for the production of knowledge about undisciplined thought, about thinking outside the box, is a fact that is left out of conventional histories of creative thought. The harvesting of creative ideas had, as I have elaborated elsewhere
Udi Mandel Butler
What could a dialogical anthropology look like? That is, an anthropology where production of knowledge is premised on a close collaboration with research subjects, which is acutely mindful of the power relations inherent in such relationships as well as of the possible multiple publics through which such products could circulate. This article provides an inquiry into the possibility of this form of dialogical engagement, debating the notion of the 'public' of anthropological products and the 'uses' of such products. It discusses the work of some authors who have also been engaged with these themes before going on to provide examples of texts that have attempted to put this approach into practice.
Decolonizing the Curriculum
Despite sustained critical attention to the politics of knowledge, contemporary anthropology disproportionately engages with ideas produced by academics based in European and North American universities. The ‘decolonizing the curriculum’ movement speaks to core areas of anthropological interest while making a critical comment on the academic structures in which anthropologists produce their work. The articles in this collection interrogate the terms on which academic work engages with its own history, and ask how the production of knowledge relates to structures of race, gender and location. The collection considers the historical, political and institutional context of the ‘decolonizing the curriculum’ movement, the potential impact that the movement might make on education and research, and the major challenges facing it.
From 'Forging' to 'Deciphering'
Zeev Lerer and Sarit Amram-Katz
This article discusses the links between military knowledge production and the cultural representations of war based on the Israeli experience during the past two decades. It argues that the locus of military knowledge production has moved from what can be described as 'forging knowledge' to 'deciphering knowledge'. This transition is linked to a crisis in the classic representation of war, which is based on the congruence between three binary signifiers: enemy, arena, and violence. The article asserts that the blurring of these three signifiers has created a Bourdieuian field of military knowledge production in which symbolic capital is obtained from the production of knowledge that deciphers the new uncertainty. The article follows the relations between the binaries and the types of knowledge that have been imported and translated in the IDF with regard to four major operational settings: the Oslo redeployment, the Second Intifada, the disengagement from Gaza, and the aftermath of the Second Lebanon War.
Claudia Lieb, Donald Weber, Anita Perkins, Monika Domman, Manuel Appert, Liz Millward, Ueli Haefeli, Heloise Finch-Boyer, Natalie Roseau, Charissa Terranova, Massimo Moraglio, Christopher Neumaeier and Clay McShane
Christian Kassung, Die Unordnung der Dinge. Eine Wissens- und Mediengeschichte des Unfalls Claudia Lieb
Matthieu Flonneau and Arnaud Passalacqua, Utilités de l'utilitaire. Aperçu Réaliste des Services Automobiles Donald Weber
Fred Dervin, Analysing the Consequences of Academic Mobility and Migration Anita Perkins
Regine Buschauer, Mobile Räume. Medien- und Diskursgeschichtliche Studien zur Tele-Kommunikation Monika Domman
Sébastien Gardon, Goût de bouchons. Lyon, les villes françaises et l'équation automobile Manuel Appert
Peter Adey, Aerial Life: Spaces, Mobilities, Effects Liz Millward
Rainer Ruppmann, Schrittmacher des Autobahnzeitalters: Frankfurt und das Rhein-Main-Gebiet Ueli Haefeli
Frances Steel, Oceania under Steam: Sea Transport and the Cultures of Colonialism, c. 1870-1914, Studies in Imperialism Heloise Finch-Boyer
Kelly Shannon and Marcel Smets, The Landscape of Contemporary Infrastructure Natalie Roseau
Andrew Bush, Drive Charissa Terranova
Paul M. Weyrich and William S. Lind, Moving Minds. Conservatives and Public Transportation Massimo Moraglio
Ann Johnson, Hitting the Brakes. Engineering Design and the Production of Knowledge Christopher Neumaeier
Barron H. Lerner, One for the Road: Drunk Driving Since 1900 Clay McShane
What are the civic responsibilities of universities in a democratic society? Since the emergence of the modern university system in the nineteenth century, financial support and a degree of academic freedom have been bestowed on universities but what should society expect back from these places of specialised and, often, elite learning? These are perennial questions, yet answers have been very different under different political and economic circumstances. Originally, the emphasis was on the production of knowledge in settings that were ‘antifunctionalist as well as antiutilitarian’ (Sahlins 2009: 1000); subsequently the wider knowledgeability of students was incorporated as the way the debt to society would be repaid (Nowotny, Scott and Gibbons 2001: 80). In recent years, the making of citizens or, rather, the making of better citizens has come to the fore as an essential output in exchange for society’s input. As part of their ‘service’ to society at large, universities will, amongst other things, produce people who will take their place as members of society with a strong sense of rights that will be asserted and responsibilities that will be exercised.
Michel Foucault on Power
How and why is it that we in the West, in our arduous and incessant search for truth, have also built into and around ourselves intricate and powerful systems intended to manage all that we know and do? This, arguably, was the key problem to which Foucault applied himself. Central to his critical, historical ontology of Western, and especially Enlightenment, reason is an investigation of the constitutive relations between the operation of power relations, the production of knowledge, and ways of relating ethically to oneself and others. This article examines Foucault’s account of the relations of power which are said to underpin contemporary thought and to regulate and subject modern individuals. Contrary to the belief that Foucault’s conception of power is dogmatic and all-encompassing, leaving no room for progressive resistance or change and flowing over into the realm of theory such that truth itself becomes questionable, it is argued here that Foucault offers us an analysis of relations of power as ‘strategies of governance’ which depend for their operation on the existence of free subjects capable not only of resistance but of positively producing effects of truth in reality.