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ID:
153736
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| Summary/Abstract |
This article seeks to re-understand climate change in terms of its constitutive state practices. Existing analyses tend to frame climate change as a security discourse, or as a manner of green governmentality normalising the uneven relations between the Global North and South, but seldom is the practical process realising climate change’s logics delineated. Using aviation as an example, this article traces how climate change, as discourse, contingently takes shape through three episodes in aviation’s environmental evolution: a) an initial period of conceptual experimentation and consolidation (1992–2005); b) a major policy break catalysed by the EU ETS that destabilised previous discursive formations (2005–2012); and c) diplomatic attempts to re-gain international consensus following the EU ETS’s extension to aviation (2012–present). These practices will be charted across numerous spaces, including supra-national forums, national governments, technical bodies, consulting agencies, and political summits. By elucidating this geopolitical praxis across the North-South divide, I demonstrate how climate change cannot simply be reduced to a rationality in green governmentality, but must be understood as an outcome of strategic practices among differently positioned states.
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| 2 |
ID:
075647
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| Publication |
2006.
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| Summary/Abstract |
While the validity of categories like 'First' and 'Third' World or 'North' and 'South' has been increasingly questioned, there have been few attempts to consider how learning between North and South might be conceived. Drawing on a range of perspectives from development and postcolonial scholarship, this paper argues for the creative possibility of learning between different contexts. This involves a conceptualisation of learning that is at once ethical and indirect: ethical because it transcends a liberal integration of subaltern knowledge, and indirect because it transcends a rationalist tendency to limit learning to direct knowledge transfer between places perceived as 'similar'. This challenge requires a consistent interrogation of the epistemic and institutional basis and implications of the North - South divide, and an insistence on developing progressive conceptions of learning.
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