ABSTRACT
This chapter discusses the inquiry in relation to strategies of refusal and intervention amidst the Anthropocene. It discusses the potential for intervention within the milieu of higher education. The chapter presents an overview of the contextual and conceptual distinctions of the Anthropocene, pointing to the inherent challenges and potentialities extending from our contemporary moment. It establishes inquiry as practiced effects extending from this distinction, enabling both systems of governance and the potential for intervention. Notions of the Anthropocene call to question traditional understandings of the world even as they signal an historical context marked by an irreversible human impact on the earth. In this sense, the Anthropocene signals both conceptual and contextual meaning. Institutions of higher education play an increasingly visible role in the maintenance of, and challenge to, systems of governance.
