Analyze

我訪問到的阿嬤也有在高度人力密集的產業中工作過，如餐飲、紡織等等，反映了當代大環境中原民來到都市的處境。都市原民作為台灣產業發展的推手之一，卻無法擁有安身立命的家，而被迫在各處流浪，直到近代才開啟了與政府溝通的橋樑，卻依然有種種難題需要克服。

Assessing the PM2.5 impact of biomass combustion in megacity Dhaka, Bangladesh - PubMed (nih.gov)

This article is about crop burning in Dhaka, Bangladesh and attempts to figure out if there is more or less harmful PM2.5 particulate air pollution caused by either fossil fuels or biomass, and during which season is one or the other higher in the air pollution it produces. During monsoon season, fossil fuels lead in the most PM2.5 releases at 44.3%. When it is not monsoon season and is the winter season, the percentages are way higher for PM2.5 air particulate releases at 41.4% for the remainder of the year. Across the globe, there are now people stepping up to uncover the true and real environmental and health impacts this harmful particulate byproduct causes in different parts of the world and with differring weather conditions than what we see in North Carolina. 

https://www.researchgate.net/publication/351209404_PM25_Emissions_from_…;

This study is set in South/Southeast Asia and uncovering that, when trying to count the percentages of PM2.5 put off during biomass, the true amount of emissions were being gravely undercalculated. Specifically rice straw burning becuase the amount burned varied so much because of different harvest and burning practices that it just wasn't taken into consideration. What this study does is go bottom up using these strategies: "subnational spatial database of rice-harvested area, region-specific fuel-loading factors, region, and burning-practice-specific emission and combustion factors, including literature-derived estimates of straw and stubble burned"(Lasko et al. 2021, 1). 

The most common air pollutants are called criteria pollutants and are regulated by the Clean Air Act and the EPA. These pollutants are: particles, ozone, nitrogen oxides, sulfer dioxide, carbon monoxide, and lead. The EPA have sections under the CAA that help regulate factories and air pollution in the environment. For example section 108 requires the EPA to identify the pollutants that are criteria pollutants, listed above, and determine if where they are coming from and if they "endander public health or welfare". Under section 109 the EPA had to set standards across the board for air pulltion in regard to human health and to the environemtn sperately (Christopher D. Ahlers 2016, 51-52).  There are many more sections that go into detail about what the CAA can do and what the EPA members are required to do as well. 

I've been organizing and working with the Research Data KE Working Group. We have been collecting relevant links, articles and data in this essay. Some members of our group are now going deeper into thematic areas such as looking at gender and its intersection with COVID-19 in Kenya. We have a monthly call on the second Thursday of every month. We also have a WhatsApp chat group to exchange links and articles. We are open to new members, sign up here. You can find an archive of all of our calls and notes here.

The training of and role for the (humanist?) intellectual in the world seems to be a relevant take-away point of discussion from postcolonial theory. I have been noticing a proliferation of thought pieces and various genres of writing by engaged scholars in this COVID-19 moment. While indeed there is lots to think and write about, the Late Industrial times we are in are also marked by a heavy saturation of information. Rather than feeling enlightening and motivated by the increased proliferation of opinions on COVID-19, I find it has the opposite effect. What other (new) forms of knowledge, processes for knowledge making, and ways of engaging in the world (not to mention education for critical consciousness) are needed in this moment? Perhaps unsurprisingly, I find the value and strength of new research collectives like this one to be rich spaces from which to start thinking about this question.

Ahmed describes the importance of a "humanist education" that trains the “ethical reflex” to open one up to forms of consciousness fundamentally different from one’s own. He notes that such openness eventually requires one to “rebel” against one’s training itself (developing critical consciousness?).

Ahmed also writes about the relationship where the intellectual refuses to speak for the subaltern--where the intellectual enters into a relationship with something foreign to him about which he will absolutely refuse ever to produce authoritative knowledge. "The point of the relationship is, in fact, "to question the grounds of knowledge itself."

I live in the bay area in Northern California and am a PhD Candidate in the Department of Anthropology at UC Irvine. My research has focused on shifting data ideologies in Nairobi, Kenya where I lived and worked from 2010 - 2015 and 2019. Learn more here. I can be reached at angela[dot]okune[at]gmail[dot]com.

I am especially interested in the following questions:

• How is COVID-19 knowledge and expertise moving across national borders?