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The 2013 book, Take Back the Economy (by J.K. Gibson-Graham, Jenny Cameron and Stephen Healy) has been used in a variety of teaching settings.

The teaching section of the Take Back the Economy website details of some of the ways the book has been used, including:


In this article, Katharine and Kelly reflect on the role of the body in ethnographic research, suggesting some questions we might consider as we seek to create caring academic communities supporting each other in ethnographic work.


Modern-day mining is now highly mechanized and provides regular employment to highly paid workers in many parts of the world. However, there also exist millions of individuals who gain a livelihood from informal, artisanal and small-scale mining. From a diverse economies point of view, mining is as much non-capitalist as it is capitalist. The chapter aims to depart from the binary framing of informality and formality which situates informal


A diversity of place‐based community economic practices that enact ethical interdependence has long enabled livelihoods in Monsoon Asia. Managed either democratically or coercively, these culturally inflected practices have survived the rise of a cash economy, albeit in modified form, sometimes being co‐opted to state projects. In the modern development imaginary, these practices have been positioned as ‘traditional’, ‘rural’ and largely

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Students in Lindsay Naylor's Economic Geography class at the University of Delaware do a 20 per cent 'Take Back' assignment.

Students can use any medium to demonstrate their understanding of themes from Take Back the Economy (the course text). 

For details of the assignment,