It's been a long and tiresome year, in so many aspects. Nevertheless, despite of all the grief, loss and hardship that many of us have and continue to experience, in the Convivial Thinking space it has also been a year of weaving solidarity, community and togetherness in many virtual conversations and collaborations, some of which even materialising into co-created special issues. We are beyond grateful for this beautiful community of like-minded, and the support the Convivial Thinking space continues to receive from all of you.
With this, we are signing off for 2020. See you again on 10 January 2021, safe and healthy.
Solidarity,
Your Convivial Thinkers
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Have you wondered what raï means? Find out.
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In this week's raï, Sreerekha Sathi gives an account of Indian Women Health Workers struggles, especially during times of pandemic. She asserts that "it is undoubtedly clear that COVID-19 has a detrimental and discriminatory impact on the poor worldwide. Further, within all the marginalized communities, women’s experiences with COVID-19 have been much more unequal than others." |
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Ulla Puckhaber and Tanja Brumhaber report from a recent workshop that adressed vital questions around 'development', growth and visions for a different economy. The event discussed questions such as: Questioning growth in high-income and high-consumption countries in the Global North is one thing, but how about low-income countries? In how far does the question of growth and post-growth play a role for the Global South, and what does it mean for Development Cooperation?
The conversation continues!
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The Reading Group continues!
On 6 January we will be discussing 'Situated Knowledges' by Donna J. Haraway.
In ‘Situated Knowledges’, Donna Haraway is revolting with many other feminist scholars against the objectivity claim of Scientific knowledge; that is, the researchers’ detachment from their objects of study. Instead, she offers an alternative approach to practicing Science which relies on the concept of vision: What we see is consistent of what we know; what we know is what we perceive as our own reality, which is dependable on what we have learned, our situated contexts, and non/privilege. All our knowledges can only be situated; all conceptualizations of our world can thus only be partial, never complete. Situated Knowledges offers a perspective in which we can discuss how we, as researchers, can and should become more responsible and accountable for “what we learn how to see.” (Haraway 1988, p. 583).
Join us, all welcome! |
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The 'Stories from the Margins' are continuing and are welcoming new contributors. Check out the call! All formats are welcome: reflection pieces, essays, letters, short stories, visual art, poetry....
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