The ‘orderly racism’ of Master Gardener

Maya (Quintessa Swindell) and Narvel (Joel Edgerton) visiting a public garden while discussing settler botanist John Bartram and Narvel’s own racist past.

I was not going to watch Master Gardener, because the trailer made it look like a boring action film. But then I wondered whether it might be interesting in relation with my research on ecofascism. In this aspect, the film did not disappoint. When I looked up the film reviews afterwards, critics did not touch on this theme at all. Instead they accused director Paul Schrader of three things: being a ‘one-trick pony’ (focusing on the redemption of troubled men for the last 50 years), using an unrealistic storyline, and off-screen ranting against ‘wokeness’. The film was considered schematic and untimely. I had not watched anything by the director, apart from American Gigolo (1980) many years ago, so I cannot comment on the patterns, but I felt that some of the social observations expressed in Master Gardener were more sharp and subtle than a lot of other well-intentioned white attempts to address racism. Here, I disagree with many critics that the material was in the wrong hands. I also do not agree that the film was boring, or that it had a slow pace (I really needed to go to the toilet during the film, and it was difficult to find a moment where I felt I wouldn’t miss out on an essential part of the film). Rather, it feels as if Schrader addresses some of the power dynamics to which he seems to be oblivious in real life.

Master Gardener is part of a trilogy, together with First Reformed (2017) and The Card Counter (2021), that Schrader describes as ‘men writing a diary’. Like First Reformed, the film takes on the ecology-society relation, though in a different way. Where First Reformed is about a priest who realises that religious organisations have a hand in destroying the planet, Master Gardener is a story about the desire for order, and how ideas about order underly toxic social structures such as racism, sexism, queerphobia etc. The director was apparently inspired by a gardening programme that made him realise that ‘most people think of gardening as life-enhancing, nourishing, beauty-enhancing, but it’s also full of violence – cutting, pruning, weeding, deadheading … Gardening is a kind of eugenics’ (Another Mag). The film starts with the phrase ‘gardening is a belief in the future – a belief that things will unfold according to plan’. This phrase hit me rather hard, given that a close friend – a devoted gardener – had taken his own life the weekend before. The phrase rang untrue, and I felt that the voice of the main character carried a heaviness. He seemed to utter the sentence like a mantra, as if he needed to hold on to this belief.

Image: Narvel writing his diary, reflecting mostly on gardening, but increasingly on interpersonal dynamics. There is a later scene where he writes in front of a mirror with his shirt off, his Nazi tattoos becoming visible to Maya.

The setting of the garden is a mansion, owned by the wealthy Norma (Sigourney Weaver). Its style implies that it is a former plantation (the film was shot at Rosedown and Greenwood Plantations). Norma has servants who take care of her, and gardeneres who take care of her formal garden which also functions as a venue for gardening shows. The garden, despite the cameraderie amongst the staff and mundane routines through which it is tended, feels like an uncomfortable environment. The imposition of geometric forms on plant life seems to echo the on-going attachment to inherited slave owner wealth, aesthetics and related power dynamics. The gardener in charge is Narvel Roth (Joel Edgerton), who is introduced as an earnest man who fills his diary with philosophical thoughts about human-nature relations. It is later revealed that he is a former neo-Nazi who went undercover as part of a witness protection programme. The film documents his evolving relation with nature, possibly guided by Norma’s tutelage (they are also lovers). While still a neo-Nazi, Narvel was no stranger to gardening philosophies, believing his group leader that the far right are like a gardeners who ‘pull out the weeds’. In the present, he tries to combine his identification with the ordering drive of European natural history with a holistic narrative about healing. In one scene, for example, he gets his apprentices to smell the soil to connect to the ‘mineral, animal, vegetal’; in another, he mourns that people only connect to the soil with soles and not skin. His commentary hovers between the imagery of ‘blood and soil’ and a transcendence of this attitude, showing the uncomfortable closeness of ideas. It reflects the creepy comfort of racism, through its illusion of tending an otherwise disorientated nature. Narvel’s new routine is disrupted by the arrival of Maya (Quintessa Swindell), Norma’s ‘troubled’ mixed-race grand-niece, who was invited by Norma to start a paid gardening apprenticeship.

On the surface, the plot and some of the stylistic tools feel overly didactic and two-dimensional: the rich woman having an affair with her edgy gardener; rich people performing transactional forms of relation; the ‘expulsion from paradise’ theme; the black relative being a drug addict whom a white woman wants to ‘civilise’; two-dimensional drug dealers and ‘hood’ representations; the drug withdrawal mentorship; the racist being redeemed though his acceptance by and affection for a black woman. These tropes are indeed dumb and outdated, if they were to be realistic. On a metaphorical level, and in combination, they make a lot more sense.

Image: Norma raging at Narvel (note the wallpaper and shirt patterns)

Apart from the soil theme, there are two other images in the film that I appreciated. The first one is the easy-but-uneasy ‘return to the garden’. After suspecting an attraction between Maya and Narvel, the jealous Norma kicks both of them out. Within the same day, the two of them end up on a road trip dealing with both Maya’s and Narvel’s demons (Maya’s addiction and violent home environment; Narvel’s racist/murderous past). After a tense resolution, they return as a couple, but find the garden vandalised by Maya’s former drug dealers. Narvel makes an offer to Norma to get the garden back up for the following year (‘Plants rejuvenate – that’s what they do.’), but under the condition that him and Maya get to stay on the premises as a married couple. Norma grudgingly agrees, and the closing scene shows Maya and Narvel slowly dancing on the porch of Narvel’s former cabin. The image could be interpreted as a ‘return to paradise’, but it actually feels more like a return to another oppressive space, especially with the marriage (= property relation) and cabin imagery thrown in, and the spatial limitations of their dance. Since the ‘outside world’ is portrayed as an even more hostile environment (racism, drugs, dubious policing), married life in the garden perhaps becomes an opportunity, a space where at least some control can be exerted on a hostile environment. There seems no point making an intervention in the world beyond – it seems impossible to succeed against such entrenched dynamics, so the aspiration can only ever be partial containment. The garden thus becomes Maya’s and Narvel’s safe space, without ever having been a safe space for people like Maya (whose dad is African) or even Narvel (by association with Maya) in the past – or without ever truly becoming one in the present (it is more like a contained microcosm of the outside world). The outside world will always crash in, as will natural hazards. As another gardener counters Narvel’s determinist view on ordering: ‘you cannot spreadsheet nature – it will always surprise you’. This is not just in the good sense – Narvel’s transformation against all odds – but also in a portending sense. Here, the film is not actually an optimistic redemption story, as it has been frequently read. The kitsch ‘redemption moment’ – a magical realist rupture featuring flowers blooming in the night – feels far too satirical for that.

Even Maya’s and Narvel’s relationship feels uncomfortable despite the apparent mutual healing. For me, this is not for obvious reasons such as age difference, race or ‘Lolita’ complex (Narvel has a daughter he can never meet again who could be close to Maya’s age), but for the fact that Maya interacts with Narvel in very much the same way as her great-aunt (intimate scenes with both Norma and Maya carry resonances of slave markets, with the abject Narvel being the one inspected). This leads me to the second image, which I find even more powerful: the intersection of race, racism and class, represented in the Norma-Maya-Narvel triangle. Not only does Maya represent a class ambiguity for many (her mum is considered ‘fallen’ upper class, because of her drug addiction; her dad is not considered upper class, solely because he is Black), but she deliberately performs these ambiguities with different people (e.g. passing for upper class to get drugs to wealthy clients, passing as poor in a poor neighbourhood, though ultimately breaking with this environment at the end). Class also matters in the racism performed by Narvel and by Norma. While Narvel and his friends are the obvious racists or ex-racists, the wealthy or middle class white people in the film make ‘acceptable’ racist assumptions, and continue to uphold and benefit from racist infrastructure. As in real life, everyone’s eyes are on the raging people of the Capitol Riot, but not on the colonial paintings that surrounded them in the building – the acceptable racism of official genocide. Even when media commentary focuses on the Black and Latino workers who cleaned up the mess, the fact that the structure itself is infused with racism, and thus enabling the comfort of Nazis within the structure, is carefully ignored. In the film, this quiet racism is also represented through visual details: the jellyfish wallpaper on Norma’s mansion walls that echo the drawings of German eugenicist naturalist Ernst Haeckel, Norma’s shirt pattern depicting sailing ropes and anchor prints.

If one looks back at the anti-woke comments by the director, one might also wonder about a potential commentary on white Americans feeling disenfranchised by a rising Black middle/upper class that has a growing influence on US and global culture. In the past, such anxieties have led to horrific events such as the Tulsa Race Massacre in 1921. At the 100th anniversary commemorations of the event, speakers drew troubling parallels with the present. In the film, it is not just Narvel’s past self that felt threatened, but also Norma. Although she wants Maya to inherit the estate, to keep it in the family, she wants this to happen under very specific conditions. Once this does not work out, Norma abandons the plan. This image seems to reflect the author’s own reactions about potential disenfranchisement by ‘political correctness’. There is another scene the dubious witness protection officer working with Narvel appears wearing a ‘We should all be feminists’ shirt, which could be seen as a more obvious jab. This contrasts with the more subtle analysis in the film. Although expressed through clichés, it queers these to ultimately arrive at an uneasy parable. Here, the director might be the one seeking redemption himself.

CFP: Political Ecologies of the Far Right, Lund University

Call for Contributions

Lund University, 15-17 November 2019

www.pefr.hek.lu.se

An interdisciplinary academic-activist conference organized by the Human Ecology Division at Lund University in collaboration with CEFORCED at Chalmers University

Far-right political parties, ideologies and social movements are increasingly exercising influence across the world. At the same time, ecological issues, such as climate change, deforestation, land use change, biodiversity loss, and toxic waste are intensifying in their urgency. What happens when the two phenomena meet? How, when and why do they intersect? How are party and non-party sectors of the far right mobilizing ecological issues and discourses to their advantage, whether through championing or rejecting environmentalist claims? What are the ecological underpinnings of far-right politics today? This understudied topic forms the basis of this interdisciplinary conference on the political ecologies of the far right.

From Trump and Bolsonaro to the Sweden Democrats and AfD, a radical anti-environmentalism is most often championed by the contemporary far right. This stance resonates with a conspiratorial suspicion of the state, science, elites, globalism, and supposed processes of moral, cultural and social decay. This is most clearly pronounced in climate change denialism and defense of fossil fuels, which have undergone a global resurgence in recent years. But the same position is also articulated in, for example, anti-vegetarianism or opposition to renewables. How can we understand the causes of far right rejection of environmentalism and environmental concerns where it occurs? What broader ideologies, interests, psychologies, histories, narratives and perceptions does it reflect? What might the implications be for ecological futures if far-right parties continue to amass power? How can the climate justice and other environmental movements and anti-racist, anti-fascist activism converge and collaborate?

On the other hand, it is an inconvenient truth that there is a long-standing shadowy legacy of genealogical connections between environmental concern and far-right thought, from links between conservation and eugenics in the early national parks movement in the US, to dark green currents within Nazism. Hostility to immigration informed by Malthusian thinking and regressive forms of patriotic localism have often surfaced in Western environmentalism. Today, the mainstream environmental movement is more usually aligned with leftist, progressive policies, yet the conservative streak that always lies dormant in overly romanticized conceptions of landscape and nature, or fears about over-population, lie ripe for mobilization in new unholy alliances between green and xenophobic, nativist ideologies. In what forms does this nexus appear around the world today and with what possible consequences? What frames, linkages and concerns are central to eco-right narratives? How can environmental thinking ward off the specter of green nationalism?

How to apply:

The conference aims to bring together not only scholars working at the interface of political ecology and far right studies but also activists from environmental, anti-fascist and anti-racist organizations and movements. We believe there is still much work to do to bring together these often separate strands of scholar and activist work together, and much opportunity for collaboration, mutual learning, and networking. This conference aims to hold a space for such engagement.

Scholars: We welcome contributions from all disciplines (geography, anthropology, sociology, history, literature, political science, cultural studies, sustainability studies, STS, philosophy, art history, media studies, communication studies, et cetera). Apart from individual papers, we also welcome suggestions for panels and workshops.

Activists: At least one day of the conference (Sunday – TBC) will focus on activist practices, with an emphasis on sharing and developing ideas and synergies between green and anti-fascist thinking and working, and on ways to collectively prevent a scenario of ‘ecological crisis meets fascist populism’. We invite activist groups and individuals to submit proposals for workshops, discussions, and presentations.

In line with recent calls for radical emissions reductions at Swedish universities, we encourage prospective participants to consider other travel options than aviation if possible. We are also open to presentations via video link.

Submission of abstracts: Please send abstracts (max. 350 words) to pefr@hek.lu.se by Thursday 16th May. There are a limited number of travel bursaries available (we will prefer non-aviation means where possible) for those who are most in need of support. Please indicate in your application whether you would like to be considered.

Possible topics include but are not limited to:

  • climate denialism/climate change, fossil fuels and the far right
  • anti-environmentalism of far right
  • linking environmental, anti-fascist, anti-racist activism and social movements
  • ‘cultural marxism’, conspiracy theories and the environment
  • gender, sexuality, the far right and environment (eco, hegemonic or industrial masculinities, anti-feminism, normative heterosexuality, patriarchy)
  • renewable energy, vegan/vegetarianism, animal rights, agriculture, toxic waste, land use change, biodiversity extinction, pollution etc and the far right
  • environmental science, epistemology and the far right
  • racism, xenophobia, nature, conservation, ecology, wilderness and far right
  • whiteness as/and ‘endangered’ species
  • scenarios of a far-right ecological future
  • religion, ecology and the far right
  • populism, authoritarianism, neoliberalism, alt-right, far right
  • greenwashing, industry links, capital and funding for the far right and links with environmental issues
  • far right narratives on development, progress, and futures and their ecological conceptualization
  • environmental history of green ideas in far right politics
  • dark green histories and genealogies of environmentalism
  • infiltrations of and unhappy alliances between the contemporary far right and environmentalists
  • ecofascism, bio-nazism, green nationalism
  • psychologies, affects, emotions, private lives of the ecologies of the far right
  • historical legacies of ecologically unequal exchange and racial capitalism

Upcoming Conferences: PressEd & BSA Theory Workshop

This April, I will be participating in two conferences. The first one is a twitter conference on blogging called PressEd (18 April 2019), co-organised by Pat Lockley from the Global Social Theory team. I am rather excited about participating in this unusual format, as I teach a module on research communication at Leicester Geography. One of the options for students is to write a twitter thread, and indeed the papers for this conference are written as a series of 15 tweets – even the abstract was submitted as a single tweet. As I keep telling my students, a good twitter thread is harder to write than they think, as they tend to very quickly find out. This also means that I need to stick to my own teachings, as my students will be keeping me on my toes…

Here is the abstract, helpfully condensed by the conference organisers into the title ‘A useful ‘waste of time’ – blogging and the pursuit of ‘excellence’: “Academics keep saying that blogs are ‘an amazing resource’ for research & teaching, but also ‘a waste of time’ as they don’t count as impact or REF publication. This way, they embody tensions of the neoliberal university, but can they do more?” I will live tweet this paper on 18 April from 20:50. Obviously it will be there from then onwards. You can check out the full schedule here, and also tailor it to your respective time zone.


This explains any strange tweets…

The second conference is the British Sociological Association (BSA) Conference (24-26 April 2019, Glasgow Caledonian University). I have never been, but since it’s in Glasgow and has a theory workshop, I couldn’t say no. I am hoping to co-organise a workshop on the theory and race for the RACE Working Group, so this will be an invaluable experience. Also, due to the support of academics such as Gurminder Bhambra and Claire Blencowe, I am (literally) a card carrying honorary sociologist, so I would like to get a better sense of similarities and differences. The workshop, organised by Gurminder Bhambra, asks “how could we do theory differently and what sort of different theory would we need to participate effectively in the conversations around decolonising knowledge?” Participants include Nasar Meer, James Trafford, Sarah Victoria Burton and Lisa Kalayji. I will be presenting on “Teaching anti-racist materialisms”, an issue that again relates to my teaching practice, but is also based on material from the theory book that I’m currently writing. Here is the abstract:

“This paper asks what it means to teach an anti-racist materialism. The paper will look at both historical/dialectical materialism and new materialism. Due to its ‘levelling’ movement, materialism is generally associated with anti-elitism and anti-anthropocentrism. However, materialist history is also entangled with racist scientific and even occult histories, as, for instance, authors such as Donna V. Jones have argued. In this paper, I would like to take a closer look at the materialist histories that do not tend to get taught, and how not teaching them leaves many of our supposedly progressive theorisations with tacit racist elements. The paper argues that, instead of singling out racist theorists such as Heidegger etc and distancing us from them, we should look at all theory as having a racist heritage that still remains underexamined.”

 

Sensing M_hrenstraße

On our last day of the Berlin field trip, I found myself on the underground line U2, returning from buying presents for the organising team back in Leicester. There were no empty seats, so I remained standing and, slightly bored, I looked around the carriage at the mix of people – and four legged passengers – around me. I was just about to check for the time – I had to be back at the hotel soon – when the electronic voice announced the stop ‘Mohrenstraße‘.

The vocalisation comes like a shock. Although I knew about this street and the affiliated station – I had even included it in my theme day lecture on imperial and colonial legacies of Berlin – it is a very different experience hearing it mechanically blasted out of a speaker. I uncomfortably look at my fellow passengers again. Are they feeling the same? I could not detect anything. There was a Black woman wearing headphones – probably this wasn’t a deliberate reaction, but it felt like an apt metaphor. Imagine having to pass through this place for your daily commute? Apparently this stop was temporarily announced by German comedian Dieter Hallervorden at a time where he was performing a piece in blackface – until it was removed due to popular protest. The electronic voice is as offensive in its normalised structural racism.

Originally part of the Wilhelmstraße district, the equivalent of the UK’s ‘Whitehall’, the M_hrenstraße has had a long history of renaming. After coming into being as ‘Kaiserhof’ (imperial court), it was renamed several times due to changing infrastructures and politics. As part of the GDR government’s anti-Nazi, anti-imperialist purge that flattened most of the government buildings in the area, it obtained the name of the GDR politician Otto Grotewohl in the early 60s. Shortly after reunification, in 1991, it became subject to another controversial purge – of streets named after GDR politicians. It was then that it became named after the nearby M_hrenstraße, which was in turn named after Black Berliners during colonial times.

Today’s Black Berliners, their organisations, and many other residents have taken on the city government over a renaming of the station, the street and other infrastructure with on-going racist legacies. While there is a general consensus that the word ‘Mohr’ is racist, Berlin’s Christian Democrat politicians and a handful of historians argue that the word is ‘value free’ and a renaming ‘nonsensical’. Another counter argument has been the historic significance of the street: Karl Marx resided here as a student, and a famous German chocolate brand  – infamous for their racist ‘Sarotti Mohr‘ logo (akin to the French Banania controversy) – originated here. Predictably, the street name is supposed to ‘keep generating debate about racism’. What about ‘keeping on generating racism’?

The train stops. I feel the need to get off. I had passed this place before and even taken pictures, but this time, it felt even more viscerally offensive. I needed to see it properly, and especially any evidence of intervention. Perhaps I needed to see a space that gives people a chance to make a physical mark over the imposed one; perhaps it was an escapism from having to vocalise a counter commentary (would I be shouting at a speaker or talking to people?) or feeling the continued absence of one.

M_hrenstraße: the station entrance is often guarded by police, because people keep adding dots above the “o”: Möhrenstraße – carrot street. These dots are also added on correspondence with people and companies residing on this street. The postal staff know, and post thus addressed usually arrives. It almost seems too simple, too fun to be a protest. There are an incredible number of M_hrenstraße signs on this station. The posh looking ones on the red marble, on the other side of the tracks, are too difficult to reach, but there are three lit signs on the platform itself. Before continuing my journey, I closely inspect the Os on each of them:

CFP: Resistance in the Master’s House: Researching race in troubling times

Reposted from the Race, Culture & Equality Working Group list. This is a very important call for researchers in any field:

Call for Papers for Session at RGS-IBG Conference, London, 27th-30th August 2019

Resistance in the Master’s House: Researching race in troubling times

Session Convenors: Shereen Fernandez (QMUL) & Azeezat Johnson (QMUL)

Sponsored by: Race, Culture and Equality Working Group (RACE)

The proposed session works from Audre Lorde’s (1984) warning against using the Master’s tools to dismantle the Master’s house (i.e. the evolving implicit and explicit logics of white supremacy). This is an opportunity for us to confront our role as academics in the reproduction of white supremacy: how does anti-racist scholarship and activism occur alongside and/or in spite of the white supremacist logics that sustains the Master’s house? This is particularly important to address at the RGS-IBG conference given the expense of participating in these spaces of knowledge dissemination, thus controlling who can (literally) afford to participate in the development of academic scholarship. We explore these questions in light of our neo- and re-colonising contexts (Esson et al. 2017), as well as the intertwined histories of coloniality, white supremacy and the discipline of Geography (McKittrick 2006; Noxolo, Raghuram, and Madge 2008; Yusoff 2018). This interrogation of our role in academia is used to re-imagine racial justice in these troubling and uncertain times.

Please send abstracts (max. 300 words) to Shereen Fernandez (s.fernandez@qmul.ac.uk) and Azeezat Johnson (a.johnson@qmul.ac.uk) by Monday 4th February.

We invite abstracts that relate (but are not limited to) the following questions:

  • How do we move beyond self-flagellating statements about reflexivity and positionality, and towards challenging power structures and racial inequality within and beyond the academy?
  • How do we organise effectively as academics given the urgency of these systems of oppression? What are some practical methods of activism that we as academics can take up across different local, national and regional contexts?
  • How do we resist the depoliticization of tools that critique the functioning of white supremacy? What can be done to re-engage with the explicitly political rationale of decolonisation, postcolonialism and intersectionality?
  • Where does/can racial justice take place? How do we account for shifting constructions of race across different temporal and regional contexts?
  • What are the benefits and limitations of social media and ‘private’ communication for activists and scholars working on racial justice?
  • How do we perpetuate legislation and border controls within the academy (e.g. through the Prevent Duty or immigration checks), and how does this impact work on racial justice?

We are particularly keen to engage with scholars located outside of the “Global North” and under-represented groups within the “Global North”. We encourage scholars within and beyond Geography to apply.

References

Esson, James, Patricia Noxolo, Richard Baxter, Patricia Daley, and Margaret Byron. 2017. ‘The 2017 RGS-IBG chair’s theme: decolonising geographical knowledges, or reproducing coloniality?’, Area, 49: 384-88.

Lorde, Audre. 1984. Sister Outsider: essays and speeches (The Crossing Press: California).

McKittrick, Katherine. 2006. Demonic grounds: Black women and the cartographies of struggle (University of Minnesota Press: Minneapolis).

Noxolo, Patricia, Parvati Raghuram, and Clare Madge. 2008. ‘‘Geography is Pregnant’ and ‘Geography’s Milk is Flowing’: Metaphors for a Postcolonial Discipline?’, Environment and Planning D: Society and Space, 26: 146-68.

Yusoff, Kathryn. 2018. A Billion Black Anthropocenes or None (University of Minnesota Press: Minnesota).

 

Please also take a look at this related publication: The Fire Now: anti-racist scholarship in times of explicit racial violence

Race & Climate Change Workshop @ Birkbeck

via Lisa Tilley

A one-day workshop event followed by a public roundtable session at Birkbeck, University of London, Wednesday February 27 2019

This one-day event offers a space for considering how ‘race’, ‘racialisation’ and ‘racism’ operate as key terms of reference within the political, cultural and economic contexts of climate change. However, whereas ‘climate justice’ is often understood as the sanctioned space for discussions about race and climate change, this event broadens the scope by asking how and to what extent ‘race’ organises the more encompassing discourse of climate change, including its epistemologies (i.e., the history of climate change, climate science, mitigation, adaptation/resilience, geoengineering, justice/law), its institutions (i.e., UNFCCC, IPCC, Green Climate Fund), its geographical imaginaries (i.e., North/South, West/East, developed/developing, settler-colonial/Indigenous), its aesthetic genres (i.e., cinema, cli-fi, media), and its ontological forms (i.e., catastrophe, crisis, apocalypse, futurism). Consequently, the event is set up to grapple with the tension between the racialisation of climate change discourse and the racialised global structures and processes which contribute to a warming world and generate its differential effects on communities across the globe. How this tension plays out in relation to the intersectional dimensions of climate change (i.e., gender, class, and sex/sexuality) is also of paramount concern.

We invite contributions from scholars working on themes related, but not limited, to: Indigeneity, whiteness, blackness, migration, Afrofuturism, Afropessimism, development, the Anthropocene, settler colonialisms, critical race theory, political economy/ecology of oil and gas extraction, postcolonial theory, political theology, race and the international, queer ecology, biopower/geopower, climate change as a racialised object, climate change and fascism and/or the alt-right, and political geology.

Participants are invited to submit 200 word abstracts to any member of the organising committee:

Anupama Ranawana (a.m.ranawana@outlook.com)

Lisa Tilley (l.tilley@bbk.ac.uk)

Andrew Baldwin (w.a.baldwin@durham.ac.uk)

Tyler Tully (tyler.tully@exeter.ox.ac.uk)

 

The deadline for submitting abstracts is December 14th. Acceptance notifications will be sent shortly thereafter.

RITA fundraiser ‘Black South: A Political Journey’

The amazing RITA (Race in the Americas) team, composed of Adunni Adams and James Heath, are doing a fundraiser for their project Black South: A Political Journey. Adunni and James are independent scholars who have been putting on events across academia and activist spaces for more than 5 years. They have mainly been doing this from their personal funds and the occasional opportunity to tap into small funding pots. An event that I attended was the excellent Caribbean Future Spaces symposium at the University of Birmingham. Many other academics and independent scholars have been benefitting from their hard work and enthusiasm for their research, so it would be great if we could give some support back. This is the film that they are trying to finish and distribute:

“Black South is a documentary project that analyses African American experiences in the states of the Deep South. In paying particular attention to how the Deep South as a region may have shaped perspectives, lifestyles and interactions, the film looks at the theme of political representation, and at how America’s two-party system has shaped black political identities and activism in the region.”

You can read more about their amazing project and other research on the RITA and  Indigogo pages.

Steal this module! Or: why teach postcolonial science studies to human and physical geographers?


Image: “This map shows the growth in scientific research of territories between 1990 and 2001. If there was no increase in scientific publications that territory has no area on the map.” (Source: Worldmapper)

When I worked as a postdoc at the University of Glasgow, I was approached by a group of Geography PhD students and university teachers about giving a talk on ‘decolonising physical geography’. It became a mini talk that I co‑presented with Dave Featherstone, who focused on the human geography side. I was very grateful to be approached, because, as in other all-white or almost all-white departments, any mention of race in the context of higher education is often considered ‘too far out’. Fellow white geographers often do not feel like it concerns them, or affects their teaching, and besides ‘we’re still struggling with gender’. Students are often much more alert to issues of race, through campaigns such as ‘Why is my curriculum white?’, but also through related debates that are taking place in campuses not only nationally but internationally. And it is not only students of colour, but white students who find the often all white, all male curriculum strange. At Glasgow, an almost all-white human geography undergraduate class recommended that staff consider syllabi that went beyond white male middle class authors and issues.

While the topic of the necessity to ‘decolonise the university’ has obviously reached geography – the next national UK Geography conference theme, with all its problems (critical commentary from RGS-IBG RACE Working Group coming out soon), is called ‘Decolonising Geographical Knowledges’ – there is too little evidence that things have started to change. Especially when it comes to the geographical sciences, the idea seems to persist that science is neutral, objective, and colour/gender blind. However, as physicist Chanda Prescod-Weinstein put it in a recent talk at Birkbeck College (podcast available on this site soon), ironically, the most supposedly most ‘objective’ fields, such as physics and philosophy, are dominated by a white male academic culture that associates gender, diverging sexual orientation and ethnicity with lack of intellectual purity. This not only translates into an absence of especially academics of colour, but also a lack of funding for research that affects ethnic minorities (even those who are not so much in the minority) in general. Prescod-Weinstein also feels that this exclusion of alternative viewpoints and issues translates into growing intellectual stagnation in many fields. In UK Geography, we have an increasing number of female staff and students, but when it comes to BME (Black and Minority Ethnic, the official UK term in education) geographers the reality looks pretty dire.


Image: Physicist Chanda Prescod-Weinstein (Source: cprescodweinstein.com)

The other problem for Prescod-Weinstein is that most science curricula perpetuate the impression that non-Europeans are new to scientific innovation and knowledge production. Often, the view is implicitly perpetuated that white people do the research, while everyone else is being researched – a critique also mirrored in the human sciences by indigenous activists such as Linda Tuhiwai Smith or Vine Deloria Jr. There is a notable absence, for instance, of the Middle Eastern influence on European science (and social scientific method!) and a frequent lack of engagement with other cultures and their scientific discoveries. Conversely, the colonial roots of science are rarely mentioned. Prescod-Weinstein points to the astronomical observation missions by Huygens and Cassini whose aim was to improve navigation to St Domingue (Haiti/Dominican Republic) in order to ‘make the delivery of slaves and export of the products of their labour more efficient’ (her essay on this can be read here). The consequence of such a detached, ahistorical portrayal of science is that science can present itself as being interested in the ‘common good’ while remaining in the service of economic and political power that perpetuates inequalities.

In Geography, there is a similar tension around the colonial past, as the discipline continues produces expertise for resource extraction and the military. This also translates into revenue: many departments – and especially the Royal Geographical Society/Institute of British Geographers – are sponsored by oil and mining companies, and sometimes old colonial families. This became one of the reasons for the emergence of ‘critical geographers’ who, amongst tackling other significant issues, sought to critically engage with the on-going effects of geography’s problematic past. For Prescod-Weinstein, too, the move to increase diversity ‘needs to become a ‘reclamation project’: an anti-colonial project that seeks to reorient science towards more benevolent goals that benefit all of humanity’. This seems quite a stake. Some critics say that in order to be a totally equitable system, the university has to be redesigned from the ground up, since it participates in the creation of elites and is increasingly inaccessible (e.g. through fees, tests). I agree with this opinion. At the same time, there are people who still have to operate within the current system, and, for this long-term aim to be achieved, people first need to know why this is an aspiration. One way to bring attention to this problem is, I feel, through teaching.


Image: “India’s ‘space women’ (from left) Ritu Karidhal, Anuradha TK and Nandini Harinath. Two years ago, as Indian scientists successfully put a satellite into orbit around Mars, a photograph that went viral showed women dressed in gorgeous saris with flowers in their hair celebrating at the Indian Space Research Organisation (Isro) in the southern city of Bangalore. It was reported that the ecstatic women were scientists and the photograph challenged the stereotype that rocket science in India was a male preserve. Isro later clarified that the celebrating women were administrative staff, but it went on to add that there indeed were several women scientists who had worked on the mission and were in the control room at the time of the launch.” (BBC NEWS)

There are quite a few geographers, and especially geographers of colour, who are currently looking at pedagogy as well as new curricula that reflect the present situation. Some recent examples from Geography will appear in a forthcoming AREA teaching and race special issue (edited by James Esson). For me, one approach is to teach about Geography as a science – and to teach this both physical and human geographers. The framing as ‘science’ allows for a variety of topics to be explored: the feminist and postcolonial critique of science studies; global knowledge production; the history of geography and science and their ties to (neo)colonial practices. There are many similarities between physical and human geographers in terms of their ‘knowledge making practices’: both types of geographers tend to go on (frequently international) field trips, they share knowledge at international conferences and through academic journals, they apply for funding to national and international programmes, they take part in international collaboration, they teach an international student body, and they are invited to give public talks. All of these tasks benefit from an in-depth knowledge of inequalities in knowledge production.

Practically, there are different ways of teaching this, from a single seminar to (preferably) an entire course, depending on departmental logistics. The content of the proposed seminars/lectures is not new – geography teaching includes a lot of science studies based teaching and teaching on race. It is just that science and race/inequality are rarely found in one module. Looking through curricula across the country, science studies and postcolonial/development studies are not only kept apart, and they are usually only taught to human geographers. And although there is constant talk of joint teaching and project building between physical and human geography, the most obvious cross-over of postcolonial science studies has largely been ignored. With this in mind, I hope there will be more crossovers in teaching beyond ‘human geographers should also know physical geography’. A full module could look as follows (please note, the readings are just examples from a longer reading list – more reading suggestions welcome!):

**************************************************************

SCIENCE IN AN UNEVEN WORLD

1 Why look at geography as a science? What is a science? Science and knowledge are terms that are usually associated with neutrality and objectivity. How can uneven global development affect how science is conducted and how knowledge is shaped?

Hacking, I (1999) The Social Construction of What? Cambridge MA: Harvard University Pres.

Kropotkin, P (2014 [1885]) What Geography Ought To Be. In J Dittmer, J Sharp ‘Geopolitics: An Introductory Reader. London: Routledge

Suman, S (2017) Colonial History and Postcolonial Science Studies. Radical History Review 127

Tadaki M et al (2015) Cultivating critical practices in physical geography. The Geographical Journal 181(2), 160–171

2 Global divisions of science, or why look at science’s geography? Why do pharmaceutical industries move their experiments to the global South? Why are most science papers published by Western scholars? How is science funding distributed?

Benjamin, R (2009) A Lab of Their Own: Genomic sovereignty as postcolonial science policy. Policy and Society 28, 341–355

Blicharska, M et al (2017) Steps to overcome the North–South divide in research relevant to climate change policy and practice. Nature Climate Change 7.

Noxolo, P (2008) ‘‘My Paper, My Paper”: Reflections on the embodied production of postcolonial geographical responsibility in academic writing. Geoforum 40, 55–65

Sunder Rajan, K (2007) Experimental Values: Indian Clinical Trials and Surplus Health. New Left Review 45

3 Knowledge controversies: Whose knowledge counts? How are decisions made when it comes to socio-environmental problems? How are the voices of different actors weighted in and across the developing and developed world? What counts as an issue? How are current shifts in knowledge inequalities managed e.g. in spaces such as environmental law or the museum?

Bassey, N (2010) To cook a continent: Destructive Extraction and Climate Crisis in Africa. Cape Town: Pambazuka Press.

Cooke, B, Kothari, U (2001) Participation: The New Tyranny? London: Zed Books.

Escobar, A (1998) Whose Knowledge, Whose nature? Biodiversity, Conservation, and the Political Ecology of Social Movements. Journal of Political Ecology 5(53)

Tolia-Kelly, D P (2016) Feeling and Being at the (Postcolonial) Museum: Presencing the Affective Politics of ‘Race’ and Culture. Sociology 50(5) 896–912

4 Human, nonhuman: how to divide the world (differently)? Who decided on how we categorise things around us? Who decided on hierarchies among humans, animals, plants and stones? Are there other possible ways of dividing or uniting what exists in the world? What proposals are being sidelined and why? Would a new world view change our current predicament? Why are science and legal scholars so obsessed with taking the ‘nonhuman’ into account?

Kohn, E (2013) How Forests Think: Toward an Anthropology Beyond the Human. Berkeley: University of California Press.

Latour, B (2004) The Politics of Nature: How to bring the sciences into democracy. Cambridge, MA: Harvard University Press.

Todd, Z (2016) An Indigenous Feminist’s Take On The Ontological Turn: ‘Ontology Is Just Another World For Colonialism’. Journal of Historical Sociology 29

Verran, H (2001) Science and an African Logic. Chicago: University of Chicago Press.

5 Science and policy in an unequal world What does it mean to do science and make policy in an unequal world? What are the options and limitations that practitioners have? What are good and bad examples?

Jasanoff, S (1987) Contested Boundaries in Policy Relevant Science. Social Studies of Science 17, 195-230.

Hart, C (2013) High Price: A Neuroscientist’s Journey of Self-Discovery That Challenges Everything You Know About Drugs and Society. New York: Harper.

Hecht, G (2012) Being Nuclear: Africans and the Uranium Trade. Cambridge MA: MIT Press.

Nelson, A (2013) Body and Soul: The Black Panther Party and the Fight Against Medical Discrimination, Minneapolis: University of Minnesota Press.

6 Managing Environmental Hazards across North & South How are environmental risks being managed differently in the developing and developed world? What happens in the case of a disaster? Who are the actors that respond and what consequences does this dependency have for the affected countries? What is environmental racism?

Bullard, R D (1993) Confronting Environmental Racism: Voices from the Grassroots. New York: Southend Press.

Hannigan, J (2013) Disasters Without Borders: The International Politics of Natural Disasters. Hoboken, NJ: Wiley & Sons.

Ngosso, T (2013) The Right to Development of Developing Countries: An Argument against Environmental Protection? Public Reason 5(2) 3-20.

Nixon, R (2011) Slow Violence and the Environmentalism of the Poor. Cambridge, MA: Harvard University Press.

7 The Racial Economy of Science How does race or ethnicity affect science and knowledge production? How does the history of racial science still affect science today? How do scientific methods take ‘race’ into account?

Mbembe, A (2017) Critique of Black Reason. Durham, NC: Duke University Press.

McKittrick, K (2010) Science Quarrels Sculpture: The Politics of Reading Sarah Baartman. Mosaic 43(2)

Painter, N I (2010) The History of White People. New York: W. W. Norton & Company.

Rusert, B (2017) Fugitive Science: Empiricism and Freedom in Early African American Culture. New York: NYU Press.

8 Science and Gender How does gender inequality affect science and knowledge production in general? Do women do science differently? How do imaginaries of gender norms affect science? How have women and non-normative people worked towards equal access to science and scientific professions? What is Geography’s history in this respect?

Agard-Jones, V (2013) Bodies in the System. Small Axe, Volume 17, Number 3, November 2013 (No. 42), pp. 182-192

Haraway, D (1989) Primate Visions: Gender, Race and Nature in the World of Modern Science. London: Routledge.

Johnson, D R (2011) Women of Color in Science, Technology, Engineering, and Mathematics (STEM). New Directions for Institutional Research 152

LeVay, Simon (1996) Queer Science. The Use and Abuse of Research into Homosexuality. Cambridge, MA: MIT Press.

9 Contesting science from the margins What are the reasons for contesting science? What are histories of scientific abuse of marginalised populations? How can marginalised populations contest science? What is the difference between a marginalised population, a marginalised issue? What is ‘fugitive science’? What is the difference between marginalisation and ‘bad science’? What are existing networks that try to change the way science is conducted?

Charters, C, Stavenhagen, R (2009) Making the Declaration Work: The United Nations Declaration on the Rights of Indigenous Peoples. Copenhagen: IWGIA.

Kukutai, T, Taylor, J (2016) Indigenous Data Sovereignty: Towards an Agenda. Canberra: ANU Press.

Shiva, V (1993) Monocultures of the Mind: Perspectives on Biodiversity and Biotechnology. London: Zed Books.

Third World Network (1993) Modern Science in Crisis: A Third World Response. In S. Harding, The Racial Economy of Science. Bloomington: Indiana University Press.

10 ‘Decolonising’ Science? What do calls to ‘decolonise science mean’? How has science been implicated in colonialism and how has the science curriculum been shaped by it? What might a science look like that more strongly amplifies its global history and connections? What are the obstacles and possibilities? What could it mean to ‘decolonise Geography’?

Prescod-Weinstein, C (2016) Intersectionality as a Blueprint for Postcolonial Scientific Community Building. URL: https://medium.com/@chanda/intersectionality-as-a-blueprint-for-postcolonial-scientific-community-building-7e795d09225a#.g46jqlwfs

Simpson, L B (2017) As We Have Always Done: Indigenous Freedom Through Radical Resistance. Minneapolis: University of Minnesota Press.

Smith, L T (1999) Decolonizing Methodologies: Research and Indigenous Peoples. London: Zed Books.

Stengers, I (2012) Reclaiming Animism. E-flux. URL: http://www.e-flux.com/journal/36/61245/reclaiming-animism/

Basically, this module aims to

  • sensitise students to the embeddedness of science and knowledge making in geopolitical/economic dynamics
  • expose students to the debates that run across theory and practice, and also directly affect the higher education setting
  • support students in considering these wider dynamics in their own work
  • engage students with a variety of perspectives from across the world, in order to enable students to communicate to across different backgrounds in academic and professional careers

Further reading (suggested by readers)

Mavhunga, C (2017) What do Science, Technology, and Innovation Mean from Africa? Cambridge, MA: MIT Press.

**************************************************************

Further Resources

Here are a few further resources from the talk that Dave Featherstone and I gave at the Glasgow Geography teaching away day (19 May 2016).

Useful questions

1) How do we, especially as white academics, develop an awareness of these issues and knowledges?

  • There are a number of really good academic/activist books, articles, blog posts and reports that have a strong relevance for geography (see list at the bottom of this post) e.g. Decolonising Methodologies by Linda Tuhiwai Smith.
  • You can also follow specific tags on social media or initiatives specific to your subject (e.g. Black Physicists, Black Philosophy Network, Black Geographies, Race In Geography etc)
  • Look out for events at your local university or geographical area

2) Being reflexive when it comes to putting together reading lists, assignments, or even field trips: how is the subject or field being portrayed?

  • Ask yourself questions, for instance: What image do you have of who/what makes a geographer/scientist? How do you affirm students’ identities as scientists? What overt or hidden messages about science do your students receive by the way you teach your curriculum? How do you learn about your students and connect the relevance of science to their daily lives? (from: US National Association for Multicultural Education) What is your visual narrative in your lectures, teaching and open day materials?

3) What practices can we adopt to support BME (Black and Minority Ethnic) and other ‘minority’ students? And to support white students in learning about whiteness as an issue in science?

  • Educate yourself and other white academics about whiteness/heteronormativity/ableism etc through academic and activist literature and integrated this knowledge into your teaching practices
  • There is an increasing amount of teaching resources on the net for both sciences and social sciences e.g. Chanda Prescod-Weinstein’s Decolonising Science reading list, the Global Social Theory project
  • Make colleagues aware that everyone (staff, students) benefits from diversity in the curriculum (e.g. see UCU Black members campaign): young people in general have a more global sense of place
  • There are mechanisms/training in place that can help you (university internationalisation schemes, Equality & Diversity units, Equality Challenge Unit workshops related to the Athena Swan/Race Equality Charter Mark)

4) How can we consult formally or informally with students and colleagues regarding experiences and suggestions?

  • Let people know you have an interest in the topic.
  • Strategies are far from agreed, so it is useful to attend/organise workshops, public lectures and meetings, contact local groups with BME/intersectional focus such as BME staff network, BME student groups.

Reading, mailing lists, contacts

Feedback/additions appreciated.