Standpoint theory, situated knowledge and the situated imagination

Stoetzler, Marcel; Yuval‐Davis, Nira

doi:10.1177/146470002762492024

Cited by 223 publications

(131 citation statements)

References 16 publications

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“…In this sense, imaginaries are "central to an understanding of how bodies, individually and collectively, act on the world in order to manage affects, bring about change and in doing so produce subjects" (ibid.). I approach imagination as a "social faculty" (Stoetzler and Yuval-Davis, 2002 p. 325), which highlights how individual experience is situated in (and made possible by) a wider collective experience (Castoriadis, 1994;Stoetzler and Yuval-Davis, 2002). This is especially relevant in relation to climate change, where competing imaginaries formed from many intermingling sources (from scientific reports to disaster movies, for example) combine to inform various impressions of "who we are and what we can become in times of climate change" (Sjögren, 2016 p. 27).…”

Section: Conceptualizing Imaginationmentioning

confidence: 99%

Imagining socioecological transformation: An analysis of the Welsh Government’s policy innovations and orientations to the future

Pigott

2018

Elementa: Science of the Anthropocene

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This article explores how the Welsh Government's recent policy innovations in climate change and environmental sustainability can be read in terms of their imaginative capacity for transformation. The Welsh Government is one of only a few governments in the world to have a legal duty to sustainable development, which includes the pioneering Well-being of Future Generations Act (2015). The legislation has received international attention and praise from the United Nations but, as yet, the Welsh Government's imaginaries of socioecological transformation have received little scrutiny regarding the kinds of ideas about the future and possibilities for change they set in motion. The article considers imaginaries as providing the very grounds of possibility for transformation, being comprised of stories and narratives about what kinds of futures are possible and desirable, intermingled with emotional-affective "atmospheres" that can promote or hinder people's engagement with environmental issues. The article focuses on three aspects of the Welsh Government's imaginaries related to socioecological transformation, namely; resilience and anticipatory discourse, linear time, and "conspiracies of optimism". A number of tensions are drawn out that highlight how the Welsh Government's seemingly progressive rhetoric risks being undermined by the conceptions of time and change it employs. Thus, the article contributes to wider critical analyses of how new politics and modes of governance of and for the (proposed) Anthropocene are taking shape.

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Section: Conceptualizing Imaginationmentioning

confidence: 99%

Imagining socioecological transformation: An analysis of the Welsh Government’s policy innovations and orientations to the future

Pigott

2018

Elementa: Science of the Anthropocene

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“…Marcel Stoetzler and Nira Yuval-Davis (2002) draw on feminist standpoint theory and Haraway's situated knowledges, together with the concept of imagination, to formulate a notion of situated imagination. They emphasize knowing and imagining as complementary and equally important for "the construction of all kinds of knowledge" (2002,321).…”

Section: The Politics Of (Un)knowingmentioning

confidence: 99%

Sustainability for Whom? : The Politics of Imagining Environmental Change in Education

Sjögren

2016

Linköping Studies in Arts and Sciences

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Global initiatives regarding environmental change have increasingly become part of political agendas and of our collective imagination. In order to form sustainable societies, education is considered crucial by organizations such as the United Nations and the European Union. But how is the notion of sustainability imagined and formed in educational practices? What does sustainability make possible, and whom does it involve? These critical questions are not often asked in educational research on sustainability.This study suggests that the absence of critical questions in sustainability education is part of a contemporary post-political framing of environmental issues. In order to re-politicize sustainability in education, this study critically explores how education-as an institution and a practice that is supposed to foster humans-responds to environmental change. The aim is to explore how sustainability is formed in education, and to discuss how these formations relate to ideas of what education is, and whom it is for. This interdisciplinary study uses theories and concepts from cultural studies, feminist theory, political theory, and philosophy of education to study imaginaries of the unknown, nonhuman world in the context of education. The focus of the empirical investigation is on teacher education in Sweden, and more precisely on those responsible for teaching the future generations of teachers -the teacher instructors. With help from empirical findings from focus groups, the study asks questions about the ontological, political, and ethical potential and risk of bringing the unknown Other into education.

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“…The second tenet dictates that deep maps must be "slow" [12]. In this they call for an immersion in the subject that can only come with, and be actualised by time-not dissimilar to situated knowledge [18]. Deep maps [12], according to the tenets must" embrace a range of different media or registers in a…multilayered orchestration and may only be achieved by the articulation of a variety of media".…”

Section: Trends Of Production: Defining Deep Mapsmentioning

confidence: 99%

Going Deeper or Flatter: Connecting Deep Mapping, Flat Ontologies and the Democratizing of Knowledge

Springett

2015

Humanities

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Abstract:The concept of "deep mapping", as an approach to place, has been deployed as both a descriptor of a specific suite of creative works and as a set of aesthetic practices. While its definition has been amorphous and adaptive, a number of distinct, yet related, manifestations identify as, or have been identified by, the term. In recent times, it has garnered attention beyond literary discourse, particularly within the "spatial" turn of representation in the humanities and as a result of expanded platforms of data presentation. This paper takes a brief look at the practice of "deep mapping", considering it as a consciously performative act and tracing a number of its various manifestations. It explores how deep mapping is a reflection of epistemological trends in ontological practices of connectivity and the "flattening" of knowledge systems. In particular those put forward by post structural and cultural theorists, such as Bruno Latour, Gilles Deleuze, and Felix Guattari, as well as by theorists who associate with speculative realism. The concept of deep mapping as an aesthetic, methodological, and ideological tool, enables an approach to place that democratizes knowledge by crossing temporal, spatial, and disciplinary boundaries.

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Standpoint theory, situated knowledge and the situated imagination

Cited by 223 publications

References 16 publications

Imagining socioecological transformation: An analysis of the Welsh Government’s policy innovations and orientations to the future

Imagining socioecological transformation: An analysis of the Welsh Government’s policy innovations and orientations to the future

Sustainability for Whom? : The Politics of Imagining Environmental Change in Education

Going Deeper or Flatter: Connecting Deep Mapping, Flat Ontologies and the Democratizing of Knowledge

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