Amateur Cities and the Institute of Network Cultures are proud to present a feminist finance zine titled ‘Radical Care: Embracing Feminist Finance’. It is a cooperative future-thinking effort from the MoneyLab network, a collective of artists, designers, researchers, geeks and activists dedicated to the task of experimenting with more equitable, diverse, and sustainable futures for finance and economy.The zine is a diverse collection of voices organized in three types of contributions: quickfire interviews (short reactions to big questions), double interviews (conversational long reads), and artworks (projects addressing discussed subjects visually).Today we live in a world that is dominated by an economic system that is global, competitive, and centred around a rational and egoistic vision of the human (homo economicus). In this publication we asked ourselves and over twenty contributors how we can embrace different values focusing on locality, cooperation, and caring. Can an affective and compassionate vision of the human get us closer to homo reciprocans or cooperans? How can we break out of the crisis of imagination, and as Lana Swartz and Martin Zeilinger propose, move towards the crisis of implementation? How we can navigate the relations of exchange and trust between humans and machines, but also, our relationship with the environment. Can we finally not only recognize the climate catastrophe, but also find ways to act against it, through an economic lens, mindful of not reproducing patriarchal and colonial histories? As Denise Thwaites notes, this work starts with careful and respectful listening to voices that have long been silenced. In the words of Ruth Catlow and Reijer Hendrikse: history is not over, we are just beginning!We hope this zine will inspire you and those around you to think about alternative ways in which we could organize our economies. We highly encourage you to share it and let it reach new places. For that reason we attached a travel record card as a cover. Please keep it in motion and get in touch!
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Keynote given during the 5th International Conference on New Business Models on the topic of sustainable, inclusive and circular new business models. New business models have been widely touted for their promise of sustainability. However, conceptual approaches to new business models by and large fail to make connections with sustainability transitions. In this contribution, DRIFT researcher and professor of New Business Models for Agrifood Transition, HAS University of Applied Sciences, PJ Beers draws upon the characteristics of sustainability transitions to introduce a transformative business model concept. Given that sustainability transitions are radically incremental processes, he proposes that the innovative potential of business models lies in the extent to which they can influence their current institutional setting and that the radicalism of new business models can only be assessed in relation to the transition to which they might contribute.
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Secondary schools are well placed to avert radicalization processes toward extremism because such trajectories often begin in adolescence. Adolescents are in the process of forming their identities, and most adolescents are idealistic, which makes them susceptible to groups that passionately pursue utopian visions. To avert the path toward extremism, Doret de Ruyter and Stijn Sieckelinck propose to balance a prevention approach with a positive educative ethos that is sensitive to the emotions involved in students' quest for meaning in life and identity formation. This involves schools being places where all students experience that they matter and where they can express their passion for their ideals and experiment with their identities without being ridiculed; at the same time, schools must guide students in learning that not everything they value will be accepted and that they must also take into account the interests and rights of others. The schools' role is thus complex and precarious, and teachers are in a position of navigating a politically sensitive minefield daily. Therefore, any theoretical proposition regarding what schools can realistically do to prevent extremism must be informed by everyday educational practice.
