Abstract and poster (poster title differs).
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Worldwide, rivers face challenges due to human and climatic pressures. Floods, droughts, pollution, damming and hydropeaking are only a few examples of these pressures, and influence the way rivers flow. Climate change adaptation projects increase the incentive to domesticate rivers, often legitimised through expert views on (future) vulnerability and risk. This emerging river imaginary dominates current debates in many rivers in our world. River imaginaries reflect spatially bound hydrosocial territories in which multiple actors on multiple scales from multiples sectors operate to reach varying objectives. They include water flows, ecological systems, climate conditions, hydraulic infrastructure, financial means, institutional arrangements, legal frameworks and information/knowledge hubs. In the context of climate change adaptation, river imaginaries are strongly dependent on the extent to which climate change is expected to influence rivers through a mixture of probable, possible, desirable or preferable versions of a (future) river. As such, knowledge-structures of future making are scrutinised in this research by emphasising on the role of change, the role of futures and the role of experts. This presentation aims to elucidate how river imaginaries have influenced river management under climate change adaptation that resulted in large infrastructural projects. Through a study of the Meuse river, a concrete case of a imaginary came into being in the Dutch-Belgian Border-Meuse trajectory. Moreover, preliminary result from adaptation projects in the marshlands of the lower Magdalena in Colombia strengthen the dominate imaginary of technocratic and ecocentric approaches to climate change adaptation where an expert view on local knowledge dominates.
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The project Decolonising Education: from Teachers to Leading Learners (DETeLL) aims to develop a multi-site approach for interventions towards inclusion and decolonisation in order to change the hierarchical nature of higher education in the Netherlands. DETeLL identifies the model of the ‘traditional teacher’ as embodying the structural exclusions and discriminations built into the classroom and proposes the figure of a ‘Leading Learner’ as a first step towards a radical change in the educational system. In collaboration with the education departments in the Theatre and Dance Academy at ArtEZ, the post-doc will build up a research and teaching programme that engages with students and teachers in the faculty to create a prototype of an inclusive and diverse educational practice. RELEVANCE: Education should be the critical space in which changes occur in order to shape best possible futures. In DETeLL’s acceptation, decolonisation refers to a complete change in the way of thinking and behaving. It does not refer only to the urgency of dealing with historical colonial legacies embedded in society, but also to the subversion of the deeply oppressive colonial culture that (also unconsciously) regulates public and private living, whether this is related to gender, race, class or sexuality issues. RESULTS: 1) Create a theory and practice-based scientific base-line of decolonisation and art education; 2) Provide a definition of ‘Artist educator as Leading Learner’ following a practice- based methodology of intervention; 3) Design and Pilot a new teaching programme for theatre education at ArtEZ to be then upscaled to all educational departments in a follow-up project); 4) Produce a strong interdisciplinary and international output plan: 3 academic publications, 2 conferences, 4 expert group workshops. NETWORK: ArtEZ; University of Amsterdam (UvA); Ghent University; UCHRI; Hildesheim University; Cape Town University. The partners will serve as steering committee through planned expert group meetings.