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I think Spivak's "Subaltern Studies Deconstructing Historiography" could offer two interventions:

(1) First, her notion of "cognitive failure" is helpful to understand how COVID-19 is unfolding. For her, it is not being able to grapple the object of analysis: “Unless the subject separates from itself to grasp the object, there is no cognition, indeed no thinking, no judgment.” She writes this statement to talk about the Marxist and anti-humanist tendency to abhor cognitive failure and see it as inducing paralysis. For Marx and Gramsci, for example, this has been a question of the proletariat class recognizing that they are excluded from the labor of their own bodies, through which their shared consciousness can arise.

For Spivak, however, through her critique of the Subaltern Studies collective,  there is no escape from cognitive failure. Just as it is okay that the collective will not be able to speak for the subaltern as much as there is value in it, it is alright to not be able to grapple. The COVID-19 moment is instructive of failures upon failures: failure of neoliberalism, of the nation-state, of parochial activism, of scholarly projects. It is a failure of not being able to do anything even though we have a shared consciousness of failure. It is a failure of being able to be a person, or even being mourned with dignity. Spivak, through her stubborn insistence on being able to build from failure and residues, says that our usual ways of performing scholarship, activism, and subalternity will not work. We have to be able to come together from a point of exhaustion and failure. 

(2) Second, Spivak opens up the question of how we construct oppression and exclusion in the archive, especially if the oppressed and excluded figure is not present. The way COVID-19 is unfolding builds upon histories of institutional and informational opaqueness. How do we read absences of the archive, or "against the grain", against institutional and informational opaqueness?

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."

The report encompasses reports on the proceedings of the UN Scientific Comittee during its 60th session, May 2013. The UN report presents an unbiased plethora of data surmising Fukushima radiation exposure to both human an biological life. It primarily focuses on 2 reports detailing aspects of radiation exposure during the 2011 nuclear accident. The first report gives estimated levels of radiation experienced by individuals and non-human biota. Human individuals estimates are based on age and ongoing proximity to the accident. Evacuated adult citizens had an estimated exposure <10 mSv, while workers experienced doses >10mSv, with the highest exposure  an estimated 100 mSv. It places these values within the context of lifelong anticipated exposure and international expected exposures. This first report also briefly discusses effects beyond radiation, including the adverse outcomes thousands faced by evacuating. The second report concentrates on radiation exposure of children during the accident. While it concludes longer epidemological studies are needed to accurately assess the prevailing biolgogical effects, several important facts are highlighted. At a given radiation dose, children are more at risk of tumor induction than adults. In addition to this increased radiosensitivity (partially due to physical factors such as size), children also demonstrate increased prevalence of several cancers. These include leaukemia, brain, and thyroid cancers, all of which show radiosensitivity. The report also suggests narrowing the scope of inquiry, as radiation-induced cancers can be influenced by factors such as age and gender.

The report was published by United Nations Publication in 2014.

The report was written on the behalf of the United Nations Scientific Committee on the Effects of Atomic Radiation as a summary of their sixtieth session. The summary was written to be read to the United Nations General Assembly. The scientific data reported was collected by independent teams working on behalf of the Committee.

The 2011 Fukushima nuclear plant meltdown following an earthquake and tsunami led to the study of radiation levels and effects discussed at the sixtieth session of the United Nations Scientific Committee on the Effects of Atomic Radiation, whose opinions and decisions are recorded in this report.

This report is comprised of several parts, beginning with an introduction. The report describes radiation exposure and effects that have been linked to the Fukushima disaster. Then it outlines future goals of increased awareness of the risks of nuclear disasters and the effects of radiation exposure as well as the need for a network of experts capable of sharing knowledge and expertise when needed. Finally the report mentions further studies being completed concerning the effect of radiation on children.

The data collected in the scientific studies included in the report began in March 2011 shortly after the nuclear disaster at Fukushima and continued for periods spanning months and years depending on the tests being done.

This report addresses the long term effects of a nuclear disaster and the potential health risks of radiation. The findings presented in this report are important when considering the long term effects of a disaster and the clean-up aspects of responding to a disaster that may continue for months or even years following the initial event. The Committee’s plan for the 2014-2019 period includes consideration of a network of experts to share information amongst the scientific community as a method of increasing awareness of and preparation for potential nuclear industry disasters.