July 2020 - GTA-PeDAGoG - lists.ourproject.org

Education and Socio-environmental Justice in the Pluriverse
by Minoia, Paola 31 Jul '20

31 Jul '20

Dear all thank you for your enriching posts to the network, I have enjoyed and got inspired by your experiences and also made use of some of your suggestions in my supervision of BA and MA students. And sorry for my silence: after my first introduction in the early days of the network, I was overwhelmed by a very intensive teaching semester online, especially for an international MA course (on Area and Global studies and international development) for which I have been trying to reconnect with many students that had returned to their countries, often with poor internet connection. I believe this is a good venue to invite you to contribute to a special issue "Education and Socio-environmental Justice in the Pluriverse" that I am planning with José Castro-Sotomayor, California State University Channel Islands. We have collected some proposals for the occasion of the EADI conference (that has been postponed) and it would be great to receive a few more. Please have a look to the call: https://blogs.helsinki.fi/ecocultures-ecuador/2020/07/31/cfp-special-issue-…. Please do not hesitate to contact me with any question. You could also forward this message to your contacts. I hope you and your families are well and have been enjoying a nice summer. Best wishes, Paola Paola Minoia, Adj. Prof., Senior Lecturer, University of Helsinki and Associate Prof., University of Torino https://researchportal.helsinki.fi/en/persons/paola-minoia https://blogs.helsinki.fi/ecocultures-ecuador/

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Workshop Proceedings: Alternative Practices of Peoples in Southeast Asia Towards Alternative Regionalism
by Honey Tabiola 31 Jul '20

31 Jul '20

Good day! We are pleased to share the proceedings of our workshop on alternatives last year in Bangkok, Thailand. The convergence space became a platform to discuss different alternatives across Southeast Asia. The success and continued struggle of the organizations and movements shared in the workshop was also a springboard in determining the paths our formations may take in building an alternative Southeast Asia. Download the proceedings here: *bit.ly/SEAalternativeswp <http://bit.ly/SEAalternativeswp> * In solidarity, Hans Tabiola

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New Publication: Towards a Peoples' Alternative Regionalism - Cases in the Philippines
by Honey Tabiola 31 Jul '20

31 Jul '20

Dear friends and comrades, Warmest greetings! The Program on Alternative Development (AltDev) of the University of the Philippines Center for Integrative and Development Studies (UP CIDS) is happy to present its first volume of *Towards a Peoples' Alternative Regionalism: Cases of Alternative Practices in the Philippines. *This monograph documents several narratives of grassroots communities and social movements in the Philippines that serve as alternatives to the oppressive, runaway, unsustainable, unaccountable neoliberal model of development. Please take your time to read and share this publication with your networks and friends. May the peoples' stories and experiences inspire us in our continuing struggle for a just and transformative society in the midst of a COVID-19 pandemic. Our monograph on Alternative Practices in Southeast Asia will soon be published next. Download here: https://tinyurl.com/AltDevPHMonograph1 In solidarity, Hans Tabiola Junior Research Analyst

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Session Sign-Ups Open | Rethinking Economics Festival 2020
by Miriam Lang 21 Jul '20

21 Jul '20

Dear all, This global event starting tomorrow might be of interest. Miriam [Firma---Miriam-Lang correo 2020] View this email in your browser<https://mailchi.mp/f573df1da544/festival-programme-live?e=21160631d6> [https://mcusercontent.com/a41ee60d6d40529ea14d8f1c6/images/3612d5af-bc40-45…] [https://mcusercontent.com/a41ee60d6d40529ea14d8f1c6/images/06e61527-50e1-40…<https://rethinkeconomics.us7.list-manage.com/track/click?u=a41ee60d6d40529e…> | Festival Programme<https://rethinkeconomics.us7.list-manage.com/track/click?u=a41ee60d6d40529e…> | Sign-up<https://rethinkeconomics.us7.list-manage.com/track/click?u=a41ee60d6d40529e…> [https://mcusercontent.com/a41ee60d6d40529ea14d8f1c6/images/5280e00f-f838-42…] [https://mcusercontent.com/a41ee60d6d40529ea14d8f1c6/images/77f7d504-5e44-45…] [https://mcusercontent.com/a41ee60d6d40529ea14d8f1c6/images/6a91312d-e3ce-4b…] [https://mcusercontent.com/a41ee60d6d40529ea14d8f1c6/images/84f598a1-c3aa-46…] All sessions on the Festival Programme are now open for sign-up! We look forward to welcoming you to the Rethinking Economics Festival 2020 later this week! Sessions can be signed up via the PDF Quick Programme below or on the Festival website. Please note that in the case of changes to the programme, these will be updated on the website. Please remember to read the logistical information below to ensure that your experience of the Festival is as smooth possible. Please remember that registering for an event will not guarantee you a spot unless you arrive 5 minutes before the scheduled start time. All of the information that you need to know can be found in the Festival Guidelines for Participants. See you on Wednesday! Download Quick Festival Programme<https://rethinkeconomics.us7.list-manage.com/track/click?u=a41ee60d6d40529e…> Download Festival Participant Guide<https://rethinkeconomics.us7.list-manage.com/track/click?u=a41ee60d6d40529e…> _______ If you are having difficulty using the above links, the documents are be downloaded here. Festival Participant Guide: https://bit.ly/2WWJeGz<https://rethinkeconomics.us7.list-manage.com/track/click?u=a41ee60d6d40529e…> Quick Festival Programme: https://bit.ly/2OFYe6Y<https://rethinkeconomics.us7.list-manage.com/track/click?u=a41ee60d6d40529e…> This webinar series will be delivered using Zoom Webinar facility. No prior purchasing of software is necessary but registration is required. Panel discussions and webinars may be recorded, however we will not record your voice or image. Please note that during the session, your name and email address (as entered at the registration stage) may be visible to other participants. If you have any questions, please get in touch at festival(a)rethinkeconomics.org<mailto:[email protected]>. [https://cdn-images.mailchimp.com/icons/social-block-v2/color-twitter-48.png]<https://rethinkeconomics.us7.list-manage.com/track/click?u=a41ee60d6d40529e…> [https://cdn-images.mailchimp.com/icons/social-block-v2/color-facebook-48.png]<https://rethinkeconomics.us7.list-manage.com/track/click?u=a41ee60d6d40529e…> [https://cdn-images.mailchimp.com/icons/social-block-v2/color-link-48.png]<https://rethinkeconomics.us7.list-manage.com/track/click?u=a41ee60d6d40529e…> Copyright © 2020 Rethinking Economics Post-Crash Economics, All rights reserved. Our mailing address is: communications(a)rethinkeconomics.org<mailto:[email protected]> Want to change how you receive these emails? You can update your preferences<https://rethinkeconomics.us7.list-manage.com/profile?u=a41ee60d6d40529ea14d…> or unsubscribe from this list<https://rethinkeconomics.us7.list-manage.com/unsubscribe?u=a41ee60d6d40529e…>. -- This is the mailing list of the GWG Beyond Development --- You received this message because you are subscribed to the Google Groups "bedev_gwg" group. To unsubscribe from this group and stop receiving emails from it, send an email to bedev_gwg+unsubscribe(a)googlegroups.com<mailto:[email protected]>. To view this discussion on the web visit https://groups.google.com/d/msgid/bedev_gwg/BN6PR22MB04491310941B0868C5B427…<https://groups.google.com/d/msgid/bedev_gwg/BN6PR22MB04491310941B0868C5B427…>.

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Global Tapestry of Alternatives's Newsletter #01 - July 2020
by Shrishtee Bajpai 19 Jul '20

19 Jul '20

Dear everyone, Please see below GTA's first newsletter capturing inspiring perspectives, visions, news, from many regions of the world. Hope you enjoy reading them. For more info pls contact: contact(a)globaltapestryofalternatives.org Regards, shrishtee Global Tapestry of Alternatives's Newsletter #01 - July 2020 Editorial Dear readers, It is our pleasure to share Global Tapestry of Alternative’s first newsletter with you. The Global Tapestry of Alternatives or GTA as a process or a dialogue began in 2014. Through dialogues and deliberations with several networks across the world, it was felt that there is a need of a process to facilitate the emergence, visibility and interweaving of networks of collectives and groups on radical alternatives to the dominant regime, contesting their roots in capitalist, patriarchal, racist, statist, and anthropocentric forces. In 2018, a group of activists, academics, researchers, and students came together to form an interim as well as a continuously evolving team to hold the process. In early 2019, the process was officially launched seeking endorsements and support from organisations and individuals working on wide-range of alternatives across the world. This newsletter comes to you at times of immense uncertainties that pose very serious challenges and have social, economic, political, cultural and ecological implications for most of us. The attempt of this newsletter is to bring to you the news, perspectives, thoughts, ideas, reflections, and dialogues on alternatives to the dominant regime and how can they offer us pathways towards more just, equitable and ecologically wise futures. It is a humble attempt to bring together the collective envisioning of these pluriversal alternatives by creating a space for sharing and dialoguing. We intend to share this newsletter every month to share perspectives, news on activities being seeded through GTA, as well as perspectives/news/thoughts/questions from tapestry weavers and endorsing organisations and networks. We do not see it as a newsletter that is simply a conglomeration of news/updates but rather as a process of knowing each-others' work, engaging with ideas, facilitating collaborations and initiating co-writing and co-learning processes. Yes, the objectives are ambitious and that is why we need your support, your contributions and engagement. We invite you to this sharing, reflecting, dialoguing, healing, and envisioning space. GTA’s interim core team <https://globaltapestryofalternatives.org/core_members> Note: this newsletter is compiled by Shrishtee Bajpai, Anna Hedin and Franco Augusto ------------------------------ About the GTA The Global Tapestry of Alternatives seeks to build bridges between networks of Alternatives around the globe and promote the creation of new processes of confluence. You can know more about the project, *in our introductory note <https://globaltapestryofalternatives.org/introduction>*. *Keep reading ➝ <https://globaltapestryofalternatives.org/?id=newsletters:01#about_the_gta>* Some of our alive definitions In the context of the GTA, we defined different concepts as “Alternatives” and others to clarify the use we give to them. *Keep reading ➝ <https://globaltapestryofalternatives.org/newsletters:01#some_of_our_alive_d…>* ------------------------------ News from GTA Webinars Post the Covid crises and dramatic change in our plans of activities, GTA initiated the process to facilitate sessions with activists, scholars, researchers, mobilisers and practitioners across the world who have engaged on exploring systemic alternatives to the dominant regimes, contesting its roots in capitalist, patriarchal, racist, statist, and anthropocentric forces. The fortnightly conversations aim to collectively explore with a range of initiatives a possibility of a just, life-centred and respectful transition into the future. It is important to explore not only what can be done, but also the tough question of how, and by whom? And where possible, to make the discussion relevant to the current crisis. We have had six dialogues until the end of June exploring the opportunities of promoting and creating systemic alternatives. *Keep reading ➝ <https://globaltapestryofalternatives.org/?id=newsletters:01#webinars>* PeDAGoG (Post-Development Academic-Activist Global Group) PeDAGoG <https://globaltapestryofalternatives.org/pedagog> is a global network of academics and academic-activists interested in post-development, radical alternatives, and related themes, initiated in early 2020. The main idea is to: share existing course curricula, materials, methods/pedagogy, and approaches; propose new ones; coordinate programmes across different geographies and cultures; and be able to offer learning experiences to people in various parts of the world, especially the global south. And through all this, contribute to the movements for radical, systemic transformation. We are collecting course materials, individual self-introductions, and links to related initiatives at a shared doc accessible at this shared document. Our mailing list currently has 105 members from around the world, with regular discussions on new courses, pedagogy in the time of covid, and shared writings. You are invited to join the group <https://globaltapestryofalternatives.org/pedagog>. ------------------------------ News from the Weavers Vikalp Sangam in India By: *Sujatha Padmanabhan* (For Vikalp Sangam, India) Over the last few months, the world has been dealing with a multiplicity of crises that COVID-19 has brought upon it. The perils of a hyper-globalized world have never been starker. In India, as in all other countries, marginalized sections of society have most astutely experienced the fallout of the pandemic. Groups such as migrant workers, senior citizens, sex workers, farmers, transgender people, people with disabilities and their care givers have suffered isolation, starvation, insecurities and economic hardships of an unprecedented nature. In these times, there seems to be a realization that humanity has reached a tipping point. There are greater awakenings to a need for a different world, a world that is far more just and equitable, far more ecologically resilient. *Keep reading ➝ <https://globaltapestryofalternatives.org/?id=newsletters:01#vikalp_sangam_i…>* Crianza Mutua in Mexico CRIANZA MUTUA 1- dismantling all hirarchies, reconstructing autonomy, healing and learning By: *Crianza Mutua, Mexico* Some of us are convinced that the best way to resist a system that is based on the precarization of life, dispossession and aggression, as well as patriarchal domination, is to build alternatives. This article provides an introduction to Crianza Mutua, a network of collectives in Mexico constructing alternative, creative and autonomous ways of facing up to the health and economic crisis aggravated in the wake of the COVID-19 pandemic. Crianza Mutua is an initiative that proposes to identify entramados comunitarios2 that have created innovative and radical alternatives for life i.e. broken away from the dominant regime. The idea is to link them so that they learn from each other and offer each other solidarity, as well as become a source of inspiration for those who are unhappy with the current situation but do not yet know how to resist or create another possibility for life. *Keep reading ➝ <https://globaltapestryofalternatives.org/?id=newsletters:01#crianza_mutua_i…>* ------------------------------ Perspectives from GTA core team [image: "Dandelion Floating Flower" by ArtCoreStudios] The day after By *Gustavo Esteva* No future We lost floor underfoot. Our world was reasonably predictable. Suddenly, from one day to another, deep trends that allowed us to anticipate the general and probable course of events and behaviors disappeared. We can no longer foresee what will happen. We are facing radical uncertainty. *Keep reading ➝ <https://globaltapestryofalternatives.org/?id=newsletters:01#the_day_after>* News from the endorsing organisations Coherence, Prayer & Active Solidarity: Learnings from the emerging “Defend the Sacred Alliance” By *Defend the Sacred Alliance* The crises we are facing as a civilization are not simply economic, political, ecological or just related to this latest pandemic. These are all symptoms of a greater polycrisis rooted in our separation from the natural world and expressed through a dominant culture that is sick at its very core. The response from those entrenched in power has been to reassure the public that more economic growth will alleviate our problems. The response from “progressive” factions, including the large majority of activists, has been to fight back with anger, facts, and action. But what if part of the crisis is how we, as activists, are responding to the crisis? As many elders remind us, it is our best thinking that has gotten us into this mess. *Keep reading ➝ <https://globaltapestryofalternatives.org/?id=newsletters:01#coherence_praye…>* Local Futures- showing pathways to the resilient and just futures By *Alex Jensen* (Local Futures) Local Futures was founded in the late 1970s as The Ladakh Project by Helena Norberg-Hodge. It was based upon her experiences of both learning from a then-largely-intact agrarian society in what would conventionally be considered a ‘harsh’ environment (Ladakh, located in the Trans-Himalaya on the Tibetan Plateau), and witnessing first-hand its rapid deterioration under the pressures of sudden modernization as it was officially opened-up for ‘development’ by the Indian government. Helena’s experiences in Ladakh, later chronicled in her book *Ancient Futures* (and in a documentary film of the same title), can be considered broadly part of the early wave of what became post-development studies. She used the term ‘counter-development’ to describe the work in Ladakh, focused on supporting Ladakh’s indigenous culture by bringing information to balance the idealized images of Western culture flooding into the region through tourism and development. *Keep reading ➝ <https://globaltapestryofalternatives.org/?id=newsletters:01#local_futures-_…>* May First Movement Technology: Technology for Transformation is the Path Forward By *Alfredo Lopez* and *Melanie E L Bush* (May First Movement Technology) These days are filled with intensity and uncertainty. Frustration, fear and confusion emanate from the smoldering shambles of capitalism that makes it difficult to map a future by those who seek fundamental and radical change. In times such as this, it is important to recognize and remember the few certainties we have. For example, that information technology is center-stage in the struggle for saving humanity and building a better world. The protests and resistance that we are witnessing and participating in all over the globe, are taking shape as a result of the mass and effective communications of this technology. That truth bears a certainty: this technology must be protected, expanded and creatively re-framed to better serve the needs of contemporary movements. Structural inequalities embedded within society are reflected in access to technology and must be considered in our strategic plans for building forward. *Keep reading ➝ <https://globaltapestryofalternatives.org/?id=newsletters:01#may_first_movem…>* *Global Tapestry of Alternatives* *contact(a)globaltapestryofalternatives.org <contact(a)globaltapestryofalternatives.org>* To subscribe and get our updates, visit this link <https://globaltapestryofalternatives.org/contact> --- To unsubscribe from this list, send an email to this address: global-tapestry-alternatives-observers-unsubscribe(a)lists.riseup.net -- Shrishtee Bajpai Kalpavriksh/Vikalp Sangam/Global Tapestry of Alternatives http://kalpavriksh.org www.vikalpsangam.org www.radicalecologicaldemocracy.org www.globaltapestryofalternatives.org

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Tomorrow! 15 July (13.30 GMT/UTC) | Webinar#7: Covid 19-Visioning the Future: May First Movement Technology / Visionado el futuro: Primero de Mayo/Enlace del Pueblo
by Ashish Kothari 17 Jul '20

17 Jul '20

Friends, this webinar on the democratic, movement-led use of technologies for transformation and struggle, would be of interest. Speakers from USA and Mexico. English-Spanish translation will be available. Organised by Global Tapestry of Alternatives and Global Dialogue for Systemic Change. Amigos, este seminario web sobre el uso democrático y dirigido por el movimiento de las tecnologías para la transformación y la lucha, sería de interés. Oradores de EE.UU. y México. Habrá disponible una traducción inglés-español. Organizado por Global Tapestry of Alternatives y el Diálogo Global para el Cambio Sistémico. 15 July, 13.30 GMT/UTC Registration/links: https://globaltapestryofalternatives.org/webinars:07 Ashish -- LATEST! Pluriverse: A Post-Development Dictionary (thepluriverse.org) andwww.globaltapestryofalternatives.org Ashish Kothari Kalpavriksh Apt 5 Shree Datta Krupa 908 Deccan Gymkhana Pune 411004, India Tel: 91-20-25654239; 91-20-25675450 http://kalpavriksh.org www.vikalpsangam.org www.radicalecologicaldemocracy.org www.iccaconsortium.org www.acknowlej.org http://ashishkothari51.blogspot.in/ Twitter: @chikikothari /Global Tapestry of Alternatives/ and /Global Dialogue for Systemic Change /present: *Dialogue on Alternatives in the Time of Global Crises - a Webinar series* Dialogue 7: Covid 19 - Visioning the Future: May First Movement Technology with *Melanie Bush*/(USA)/, *Alfredo Lopez*/(USA)/, *Jerome Scott*/(USA)/ and *Samantha Camacho*/(Mexico)/ ------------------------------------------------------------------------ *Wednesday 15th July - 13:30 GMT/UTC* In this seventh session, we will carry on a collective dialogue about May First Movement Technology, a non-profit organization that engages in building movements by advancing the strategic use and collective control of technology for local struggles, global transformation, and emancipation without borders. Information and registration <https://globaltapestryofalternatives.org/webinars:07> Direct access to the session <https://globaltapestryofalternatives.org/webinars/live/> Presenters Melanie Bush Professor of Sociology, Adelphi University; Research Fellow, University of South Africa. Publications include: Tensions in the American Dream: Rhetoric, Reverie or Reality (with Roderick D. Bush), Everyday Forms of Whiteness: Understanding Race in a “Post-Racial” World, and lead editor of Rod Bush: Lessons from a Radical Black Scholar on Liberation Love and Justice. She is co-chair of the Board of May First Movement Technology, a movement building organization focused on the role of technology in social transformation. As such Melanie locates home in the struggle for a just and loving world. Alfredo Lopez Founder of May First Movement Technology, the largest political progressive Internet membership organization in this country, where he coordinates the organization's work in campaigns, networks and coalitions. During his half-century of movement activism, he has been a leader in the Puerto Rican Independence, labor and anti-war movements; organizer of several major national demonstrations and scores of smaller ones; editor of two publications (Claridad and Sevendays Magazine); radio and television producer (and host); college teacher; and author of six published books and hundreds of published articles. His most recent book is “Goodies from the Yum Yum Tree: the Internet and Revolution in the Final Days of Capitalism”. He lives in Brooklyn, New York with his spouse: the writer, teacher and organizer Maritza Arrastía. They have two sons and a grand-daughter. Jerome Scott A former auto worker, labor organizer in the auto plants of Detroit in the 1960s-70s, and member of the League of Revolutionary Black Workers, was the founding director of Project South: Institute for the Elimination of Poverty & Genocide. He serves on the board of the General Baker Institute, the National Planning Committee of the United States Social Forum, co-chair of the Board of May First Movement technology, and is active in social justice movement organizations, including the League of Revolutionaries for a New America. He is author and co-author of numerous chapters and articles on the global capitalist crisis, race, class, and gender, the revolutionary process, and transformative social movements toward socialism. Samantha Camacho Tiene una licenciatura en biología por la Universidad Autónoma Metropolitana y estudios de posgrado en Geografía por la Universidad Nacional Autónoma de México. Samantha es especialista en análisis espacial, gestión de bases de datos geográficos, cartografía digital y cartografía comunitaria. Ella formo parte de la asamblea del Hackerspace Rancho Electrónico en la CDMX, involucrándose en diferentes proyectos de cartografía y visualización de datos y, en temas relacionados a la privacidad y la protección de datos personales, esto último con el grupo de Autodefensa Digital Feminista, ambos espacios fueron creados con el objetivo de facilitar la investigación y la experimentación con herramientas de software libre. Actualmente es Investigadora-Cartógrafa de PODER. ------------------------------------------------------------------------ Our past webinar sessions videos are available in this link <https://globaltapestryofalternatives.org/webinars>. Global Tapestry of Alternatives <https://globaltapestryofalternatives.org> contact(a)globaltapestryofalternatives.org <mailto:[email protected]> To subscribe and get our updates, visit this link <https://globaltapestryofalternatives.org/contact> -- You received this message because you are subscribed to the Google Groups "ACKnowl-EJ" group. To unsubscribe from this group and stop receiving emails from it, send an email to acknowl-ej+unsubscribe(a)googlegroups.com <mailto:[email protected]>. To view this discussion on the web visit https://groups.google.com/d/msgid/acknowl-ej/7b46d286-7ec1-45ff-327c-b7f536… <https://groups.google.com/d/msgid/acknowl-ej/7b46d286-7ec1-45ff-327c-b7f536…>. -- You received this message because you are subscribed to the Google Groups "kvenvironment" group. To unsubscribe from this group and stop receiving emails from it, send an email to kvenvironment+unsubscribe(a)googlegroups.com <mailto:[email protected]>. To view this discussion on the web visit https://groups.google.com/d/msgid/kvenvironment/2608c972-f3c1-de5c-e07e-132… <https://groups.google.com/d/msgid/kvenvironment/2608c972-f3c1-de5c-e07e-132…>. GTA webinar-banner-07, May First Tech, 15.7.2020.jpg webinar-banner-07.es.jpg -- You received this message because you are subscribed to the Google Groups "ACKnowl-EJ" group. To unsubscribe from this group and stop receiving emails from it, send an email to acknowl-ej+unsubscribe(a)googlegroups.com <mailto:[email protected]>. To view this discussion on the web visit https://groups.google.com/d/msgid/acknowl-ej/af895440-2f77-c158-ceaf-9e8721… <https://groups.google.com/d/msgid/acknowl-ej/af895440-2f77-c158-ceaf-9e8721…>.

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Re: [PeDAGoG] 15 July (13.30 GMT/UTC) | Webinar#7: Covid 19-Visioning the Future: May First Movement Technology / Visionado el futuro: Primero de Mayo/Enlace del Pueblo
by Ashish Kothari 10 Jul '20

10 Jul '20

(Pl. ignore previous mail on this, it had some mistakes) Friends, this webinar on the democratic, movement-led use of technologies for transformation and struggle, would be of interest. Speakers from USA and Mexico. English-Spanish translation will be available. Organised by Global Tapestry of Alternatives and Global Dialogue for Systemic Change. (Por favor, ignora el correo anterior sobre esto, tenía algunos errores) Amigos, este seminario web sobre el uso democrático y dirigido por el movimiento de las tecnologías para la transformación y la lucha, sería de interés. Oradores de EE.UU. y México. Habrá disponible una traducción inglés-español. Organizado por Global Tapestry of Alternatives y el Diálogo Global para el Cambio Sistémico. 15 July, 13.30 GMT/UTC Registration/links: https://globaltapestryofalternatives.org/webinars:07 Ashish -- LATEST! Pluriverse: A Post-Development Dictionary (thepluriverse.org) andwww.globaltapestryofalternatives.org Ashish Kothari Kalpavriksh Apt 5 Shree Datta Krupa 908 Deccan Gymkhana Pune 411004, India Tel: 91-20-25654239; 91-20-25675450 http://kalpavriksh.org www.vikalpsangam.org www.radicalecologicaldemocracy.org www.iccaconsortium.org www.acknowlej.org http://ashishkothari51.blogspot.in/ Twitter: @chikikothari /Global Tapestry of Alternatives/ and /Global Dialogue for Systemic Change /present: *Dialogue on Alternatives in the Time of Global Crises - a Webinar series* Dialogue 7: Covid 19 - Visioning the Future: May First Movement Technology with *Melanie Bush*/(USA)/, *Alfredo Lopez*/(USA)/, *Jerome Scott*/(USA)/ and *Samantha Camacho*/(Mexico)/ ------------------------------------------------------------------------ *Wednesday 15th July - 13:30 GMT/UTC* In this seventh session, we will carry on a collective dialogue about May First Movement Technology, a non-profit organization that engages in building movements by advancing the strategic use and collective control of technology for local struggles, global transformation, and emancipation without borders. Information and registration <https://globaltapestryofalternatives.org/webinars:07> Direct access to the session <https://globaltapestryofalternatives.org/webinars/live/> Presenters Melanie Bush Professor of Sociology, Adelphi University; Research Fellow, University of South Africa. Publications include: Tensions in the American Dream: Rhetoric, Reverie or Reality (with Roderick D. Bush), Everyday Forms of Whiteness: Understanding Race in a “Post-Racial” World, and lead editor of Rod Bush: Lessons from a Radical Black Scholar on Liberation Love and Justice. She is co-chair of the Board of May First Movement Technology, a movement building organization focused on the role of technology in social transformation. As such Melanie locates home in the struggle for a just and loving world. Alfredo Lopez Founder of May First Movement Technology, the largest political progressive Internet membership organization in this country, where he coordinates the organization's work in campaigns, networks and coalitions. During his half-century of movement activism, he has been a leader in the Puerto Rican Independence, labor and anti-war movements; organizer of several major national demonstrations and scores of smaller ones; editor of two publications (Claridad and Sevendays Magazine); radio and television producer (and host); college teacher; and author of six published books and hundreds of published articles. His most recent book is “Goodies from the Yum Yum Tree: the Internet and Revolution in the Final Days of Capitalism”. He lives in Brooklyn, New York with his spouse: the writer, teacher and organizer Maritza Arrastía. They have two sons and a grand-daughter. Jerome Scott A former auto worker, labor organizer in the auto plants of Detroit in the 1960s-70s, and member of the League of Revolutionary Black Workers, was the founding director of Project South: Institute for the Elimination of Poverty & Genocide. He serves on the board of the General Baker Institute, the National Planning Committee of the United States Social Forum, co-chair of the Board of May First Movement technology, and is active in social justice movement organizations, including the League of Revolutionaries for a New America. He is author and co-author of numerous chapters and articles on the global capitalist crisis, race, class, and gender, the revolutionary process, and transformative social movements toward socialism. Samantha Camacho Tiene una licenciatura en biología por la Universidad Autónoma Metropolitana y estudios de posgrado en Geografía por la Universidad Nacional Autónoma de México. Samantha es especialista en análisis espacial, gestión de bases de datos geográficos, cartografía digital y cartografía comunitaria. Ella formo parte de la asamblea del Hackerspace Rancho Electrónico en la CDMX, involucrándose en diferentes proyectos de cartografía y visualización de datos y, en temas relacionados a la privacidad y la protección de datos personales, esto último con el grupo de Autodefensa Digital Feminista, ambos espacios fueron creados con el objetivo de facilitar la investigación y la experimentación con herramientas de software libre. Actualmente es Investigadora-Cartógrafa de PODER. ------------------------------------------------------------------------ Our past webinar sessions videos are available in this link <https://globaltapestryofalternatives.org/webinars>. Global Tapestry of Alternatives <https://globaltapestryofalternatives.org> contact(a)globaltapestryofalternatives.org <mailto:[email protected]> To subscribe and get our updates, visit this link <https://globaltapestryofalternatives.org/contact> -- You received this message because you are subscribed to the Google Groups "ACKnowl-EJ" group. To unsubscribe from this group and stop receiving emails from it, send an email to acknowl-ej+unsubscribe(a)googlegroups.com <mailto:[email protected]>. To view this discussion on the web visit https://groups.google.com/d/msgid/acknowl-ej/7b46d286-7ec1-45ff-327c-b7f536… <https://groups.google.com/d/msgid/acknowl-ej/7b46d286-7ec1-45ff-327c-b7f536…>. -- You received this message because you are subscribed to the Google Groups "kvenvironment" group. To unsubscribe from this group and stop receiving emails from it, send an email to kvenvironment+unsubscribe(a)googlegroups.com <mailto:[email protected]>. 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Introduction : the "Alternatives to Capitalism" Research Network
by Lara Monticelli 09 Jul '20

09 Jul '20

Dear Pedagog community, We are finally able to introduce ourselves to this amazingly engaged community! Apologies for not having done so before, but we have been struggling with the Covid-19 situation here in Italy (where we are based at the moment) and with some health issues. We are Lara Monticelli <https://www.cbs.dk/en/research/departments-and-centres/department-of-manage…> and Torsten Geelan <https://www2.le.ac.uk/departments/business/people/academic/torsten-geelan>, respectively, Assistant Professor at Copenhagen Business School and Research Fellow at the University of Copenhagen (from Sept. 2020 onwards). We are both early-career sociologists struggling to survive in neoliberal academia, and now that we have some teaching experience, we are keen to engage in exchanges on critical pedagogy aimed at raising critical consciousness amongst educators and students. Albeit our different backgrounds, we are both interested in going beyond the classic critiques of capitalism and deepening our understanding of contemporary alternatives, why and when they succeed or fail, and how they can thrive. We realized that after the North Atlantic financial crisis of 2009, many researchers started to be interested (again) in alternatives to capitalism, but there was not an *interdisciplinary community* where these various researchers (coming from many different fields such as sociology, history, ecology, philosophy, economics, etc...) could meet and exchange their ideas, their views and their projects. For this reason, in 2018 we decided to found a *new research network (titled Alternatives to Capitalism) within SASE* - Society for the Advancement of Socio-Economics <https://sase.org/>. The network arose from the renewed debate about the *future of capitalism* and the urgent need to *prefigure and enact alternatives* that can help tackle the multiple intertwined crises that societies currently face – high and rising inequality of income and power, eroding democracy and citizens´ rights, climate change and a shrinking welfare state. Since 2018, we have organized gatherings in Kyoto (Japan), New York city (at the New School), and this year fully online <https://sase.confex.com/sase/2020/meetingapp.cgi/Program/1187> due to the Covid-19 situation (but the conference was planned to take place at the University of Amsterdam). You can browse our program here: *https://sase.confex.com/sase/2020/meetingapp.cgi/Program/1187 <https://sase.confex.com/sase/2020/meetingapp.cgi/Program/1187>* In parallel with our annual gatherings which are usually held in June or July each year, we interact with our vibrant community through a *mailing list* (which counts almost 400 members at the moment). We warmly invite you to join us by subscribing here: *https://www.jiscmail.ac.uk/cgi-bin/wa-jisc.exe?SUBED1=ALTERNATIVES-TO-CAPITALISM&A=1 <https://www.jiscmail.ac.uk/cgi-bin/wa-jisc.exe?SUBED1=ALTERNATIVES-TO-CAPIT…>* During our annual gatherings, which are held every year in a different city, it is fundamental for us to *engage with local activists and organizations*. For instance, last year in New York City, our participants could tour Fountain House <https://www.fountainhouse.org/>, observe a meeting, and explore how this communities’ mental health program uses decision-making by consensus with staff and members. In addition, the founder of FIGMENT <https://newyork.figmentproject.org/> delved into how a free, annual participatory arts festival started in NYC and spread across North American cities. On another day, the* “Worker Cooperatives and the Labor Movement: A Co-op Development Initiative in the Nation’s Largest Union Local”* roundtable featured speakers from 1199SEIU, the Open Society Foundation, and the Rutgers School of Management and Labor Relations and Worker Institute at Cornell ILR. This session discussed an important alternative for organized labor, exploring why the largest union local in the US is considering worker cooperatives as a strategy. Last year, we have been also lucky enough to host two prominent guests such as the founder and editor of Jacobin Magazine <https://jacobinmag.com/>, Bhaskar Sunkara, who discussed his new book *The Socialist Manifesto: The Case for Radical Politics in an Era of Extreme Inequality* (Basic Books 2019) and Professor Nancy Fraser <https://www.newschool.edu/lang/faculty/nancy-fraser/> who presented her new book *Capitalism. A Conversation in Critical Theory* (Polity Press 2018). We are really glad to be part of this community and we look forward to creating strong bridges between the Alternatives to Capitalism network, the Global Tapestry of Alternatives, and the Pedagog community. In solidarity, Lara and Torsten

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sharing and cocreating teaching methods
by Anne Snick 09 Jul '20

09 Jul '20

Dear friends of the PeDAGoG network, Thank you for an inspiring webinar yesterday! There was a proposal to collaborate (on articles, summer schools, learning materials.) which I think is very important support for each of us. In that context I would like to share that last year, I have explored with 3 students an alternative pathway to learn about sustainability. We are based in Leuven, and the students were all Belgian (non-migrant background), so the focus is on un-learning the 'neoliberal' premisses. Yet, we addressed 4 dimensions (learning with the head, heart, hands and hopes) that may be relevant also for learners in the 'South' (as someone said yesterday, that is not just a geological zone, but also a socio-economic and cultural one). A draft article on this learning experiment is open to comments now. I would greatly appreciate to get your feedback on it. (It may appear long, but there are a lot of visuals and easy-to-read quotes in it.) <https://www.academia.edu/s/d1eb13e26e?source=link> https://www.academia.edu/s/d1eb13e26e?source=link It is open to comments during one month. Thank you so much for your ideas and insights ! Anne Snick SAPIRR - Systems Approach of Public Innovation and Responsible Research Senior researcher STEAM+ project (EACEA) - KU Leuven Board member Club of Rome - EU Chapter Arne Loosveldt Fund - KU Leuven LinkedIn: annesnick Skype: anne.snick1 Mobile +32 479 54 84 22

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Re: [PeDAGoG] Stimulating points ... and some additional reflections (and points for 8th July meeting)
by Ashish Kothari 09 Jul '20

09 Jul '20

Dear PeDaGoGians, firstly apologies for such a late response to some truly moving and thought-provoking responses to my 'frustrated' mail, from Wendy, Vandana, Callie, Sujit, Katerina, and others. It has been a rich fare that I have finally managed to read in full, and I feel blessed. There are so many interesting points that have been made: how to break barriers between academics and rest of world, how to respond flexibly to situations in multiple timescales, crisis as opportunity (so big just now!), introducing the arts/theatre/music/dance into academics, the important of 'slow knowledge' and unlearning, how to deal with multiple identities, dig into deeper roots than conventional teaching tells us, the importance of place-based lives, picking up simple things like food and learning thrugh them, using not only our heads but also our hands, hearts, legs (Mahatma Gandhi's Nai Taleem education approach), getting out of classrooms to learn from the rest of nature and from communities in struggle/doing alternatives, 'thinking new thoughts' and going beyond teaching as a job, learning from children, the importance but complexity of 'translating' material into various formats/media for different audiences/participants, and much more! To these I would add: how do we see 'ordinary' people from commuinities, including so-called 'illiterate', as 'teachers' with their incredible practice-based knowledge and visioning; can we bring the art of dreaming into teaching/learning spaces (what are the youth visioning as their futures?); pickig up on the 'job' point, how can opportunities be created to make teaching/learning again a 'livelihood' rather than the deadlihood it has become for most (see https://www.localfutures.org/from-livelihoods-to-deadlihoods/) Each of these could be a great session of dialogue and cross-learning! On the 8th, lets discuss how at least some of the above can be dealt with in PeDAGoG, as earthy (I've stopped using the word 'concrete'!) activities: online dialogues, jointly written articles (Wendy), an international Masters course (Massimo's idea some months back), developing more material on all this (building on what is already available), translating existing material into other langauges/media forms. this is not to displace the agenda that Julia has suggested, only to add a bit to it. Julia, can you pl. send out a reminder and agenda for the 8th July call, with the zoom link? (Additionally to Callie: you absolutely need not apologise for, or feel out of place because of being "only a PhD scholar". This list is about post-development, unconventional, radical learning ... and it is deliberately also called 'academic-activist', to encompass all kinds of people who believe in and/or practice such learning. ANd if it helps (though it is unnecessary), I am not even a PhD scholar, only a 'lowly' masters! Additionally to the additionally, I think you should convert your mail into an article, it has some wonderful insights, and we'd be happy to consider publishing it on www.radicalecologicaldemocracy.org website and link it to the Global Tapestry of Alternatives websiite.) 'See' you folks on 8th! Ashish LATEST! Pluriverse: A Post-Development Dictionary (thepluriverse.org) and www.globaltapestryofalternatives.org Ashish Kothari Kalpavriksh Apt 5 Shree Datta Krupa 908 Deccan Gymkhana Pune 411004, India Tel: 91-20-25654239; 91-20-25675450 http://kalpavriksh.org www.vikalpsangam.org www.radicalecologicaldemocracy.org www.iccaconsortium.org www.acknowlej.org http://ashishkothari51.blogspot.in/ Twitter: @chikikothari On 06/06/20 10:55 am, singhvan(a)rcn.com wrote: > Callie, thank you for your detailed reflection, I appreciate all you > said. I strongly agree that education/ discussion/ policy making must > take place as much outdoors as possible. We are embodied creatures > after all. I recall once being in a conference room somewhere in the > middle of Delhi where a speaker was taking about green growth, and I > was getting increasingly uncomfortable because everything he was > saying seemed so divorced from the living, breathing world (not to > mention the absurdity of endless growth). There was a pariah kite on > the verandah outside, looking in - they are ubiquitous in Delhi, > largish birds of prey, very regal-looking - and I thought that among > all the things that were missing was the representation of other > species in this conversation, not to mention less privileged humans. > Nobody took any notice of the kite, except me! > > I teach physics at a small public university in the US, and have been > experimenting with radical pedagogy, especially in the context of > climate change. The university is on a steep hill, with old oak and > elm trees in the central quad, which is at the very top of the hill. > Sometimes wild turkeys wander through it, and one time, when we were > discussing the physics of why some birds walk and others hop, we ran > out of the classroom to see the turkeys 'do' the physics, which was > both illuminating and fun. Last semester I did an exercise with my > students where they had to sit somewhere in the quad (without their > phones) and simply be with something not human - a tree, a bush, a > rock, for five minutes. They were not enthusiastic at first, but > their written reflections after the exercise conveyed - more than > anything - surprise that there was so much to see when you really > looked - and especially if the looking was 'open,' i.e. you were not > trying to answer a particular question, which would have meant looking > for one aspect and ignoring the rest. Some students also noted a > decrease in stress. I plan to do more of these 'open' exercises when > we are able to have face-to-face classes. > > I've also done some preliminary work with village kids in a region of > the Eastern Himalayas, near Kalimpong, conveying some basic climate > science concepts through collaborative theatre. We did this in a > building with no walls (just a roof held up by pillars) surrounded by > bamboo groves and mixed pine and deciduous trees. I think the setting > made the concepts come alive! During the few days I spent there, the > kids and their families also shared how quickly the weather and > environment in their areas was changing, so we had a potentially > useful pairing of global scientific knowledge and deep local > knowledge, but with equal weight given to both. In the future I hope > to delve deeper into these mutual experiments with communities, and to > learn from others on this list already engaged in this important work. > I do believe that oral and musical traditions rooted in place can > offer opportunities for us to create two-way communication where no > form of knowledge is privileged over the other, and where there might > be interesting cross-pollination. > > Best, > > Vandana > > > > > ------------------------------------------------------------------------ > *From: *"Callie Berman" <pedagog(a)lists.riseup.net> > *To: *"Wendy Harcourt" <harcourt(a)iss.nl> > *Cc: *"PeDAGoG" <pedagog(a)lists.riseup.net>, "Ashish Kothari" > <ashishkothari(a)riseup.net> > *Sent: *Monday, May 25, 2020 7:15:15 AM > *Subject: *Re: [PeDAGoG] Open Discussion and Updates (May 2020) > > Dear Ashish and Dear PeDAGoG members, > > I would like to especially thank Dr. Harcourt (Wendy, if I may?) for > expressing much of what I have been feeling. I’d like to offer my > perspective in this string of thoughtful messages for what slowing > down has meant for me, especially in regard to teaching. Perhaps the > following also can serve as a form of self-introduction to the group > as well. I should qualify that I am only a PhD student. So, please > accept my apologies if what follow is misplaced or not entirely > appropriate as many in this group seem to be full-time professors. > However, like many others in the final stages in their PhD careers, > contemplating over what an academic career may look like, maybe the > following can be of use beyond formal department surveys and course > evaluations; to give a sense of how many of us at the early stages of > teaching/research careers are thinking about the future of work (what > is ‘work’ anymore?) and the kind of life we may be able to have within > the university (should we even have the chance to find a position). > > For me, my (privileged) slowdown has meant building on my exposure to > the culture and ways of others in a more attentive manner, > particularly from the land I call home, Turtle Island (the United > States). (Re)learning some of the creation stories and rich oral > histories and myths has given me even greater pause and interest in > learning from others. Contrasting the stories of Turtle Island’s > creation with my own creation story (more or less) - the Declaration > of Independence and Constitution of the USA - to me, says it all. It > is no wonder that we face the challenges we do and how desperately we > need to learn how to look outside of ourselves. > > For those of you in this group who may carry a more rooted beginning > and sense of ancestral history that is not of the form of the > Declaration-of-Independence-creation-story, the nuanced perspectives > you bring to your place of livelihood or wherever you call home > matter. They matter to those of us who have been able to call > ourselves your students. Today, I cannot imagine how I would even be > able to conceive of a post-development world had I not had the > opportunity to learn from my teachers - professors and mentors alike - > how to understand and definitively be shown how the nature-culture > dichotomy reproduces itself in life. That it is more than just some > abstract concept to theorize with. > > I think we should be less afraid to talk about simple things, like > food. Having just read the thoughtful comments of Vanada in this > string of correspondences, I think it can help us do away with any of > the complex scaffolding our modern lives convince us that we need. > Maybe in just sitting beside one another for a meal the need for walls > won’t even emerge. I think we’ve forgotten how much these so-called > simple things say. Speaking with my friends from Azerbaijan about life > in the 1990s post-Soviet world, and the arrival of imported food > stuffs from the West, glittering with brands and elaborate packaging, > my friends told me of how people were confused and frustrated. “None > of this tastes like food.” People still produced a lot of their own > food locally and there has not historically been the same colonial-led > relationship with agricultural pesticides like elsewhere, but this has > and is changing. A lot. Of course. Starbucks and Hardrock Café abound > in Baku and they are always busy. But what was strikingly different, > for me of the Declaration-of-Independence-creation-story-type, is that > there is still a deep cultural appreciation and connection to real > food. How food should taste. To some degree, some communities still > have the knowledge with which they can hold food producers accountable > if they themselves are not the ones producing this food. Whether and > how they have the power to use this knowledge is another matter, but > at least they still have it. Talk about food in your classrooms or > think about ways of making the classroom a meal. You can’t imagine the > kind of learning outcomes from participating in these simple human > acts with those you teach. Maybe it could be a starting point to talk > less about production rates and supply chains and more about how we > become ourselves in a place and with others through how we cultivate, > share and embody food. > > Speaking for those of us with Declaration of Independence-type > beginnings, slowing down for me has meant asking how I can advance > this process and give conscious space for these processes to unfold. > In academia, this has meant (and still very much is) identifying where > our methodologies may be inadequate for knowing because they rely on > outdated categories and/or narrow prisms for engagement. I think when > we educate ourselves to these things, we can also understand our roles > as (future/current) educators and what some of our responsibilities > may look like. Granted, I am in a double privileged position in being > able to think on some of these things because I don’t have a family to > support. I want to at least acknowledge my privilege in this regard as > I recognize the kinds of imaginative constraints this puts on far too > many people wanting to offer good hearts and minds. > > I think much of this process, the education of educators and students > alike, does and should take place even more outside of the formal > classroom environment, so we can learn how to make our methodologies > more equitable for what they purportedly represent. I am grateful to > some of my friends of the Shoshone and Arapaho tribes for showing me > what this could look like. For example, there is much discussion of > bison conservation in the western states. As per standard protocol, > much of this discussion transpires in board rooms, via email, etc. > Spending time on reservations with bison reintroduction projects, I > learned to appreciate that, sure, we can talk about bison in a > conference center, but doesn’t it make more sense to talk about these > things while standing out in the field /with them/? To let their > actions and behaviors guide the conversation? To actual be with them > rather than merely talking /about them/? In not being so removed, I > think modern management and conservation learns that it doesn’t need > as much of itself as it may like to believe. You don’t get to not pay > attention to how things actually are. That the natural world functions > in remarkably responsive and attuned ways that don’t need to be > “protected” via such a heavy human hand. Only certain knowledges > thrive in dislocated office spaces. So we need others to show us where > we could (re)locate our offices. > > A related thought arena I have been pondering amidst my privilege > slowdown has been human’s relationship with dance and music. How can > dance and music function within the bounds of > Declaration-of-Independence-creation-story-type societies and how can > I talk about dance and music with students as things that are more > than acts of convenient Friday entertainment and quick socializing? > That they have historically been legitimate forms of knowing and > engaging with the universe? Thinking more deeply about how, for > example, characteristics of specific arm movements are meant to > represent water movement behavior of a river in some dances, while > subtle changes reflect a mimicking of water in an ocean. How the very > colors of different ritual dress function to relate in the specific > ways to the entities that are being danced to. I could never have > learned these things if it wasn’t for the generosity of my teachers > from Cuba. I think when we develop better ways of appreciating these > things ourselves – how to really talk about music – we can ensure that > the paradigm of an educated person of the future is not only a human > with IT skills, but a human who also understands the value of > protecting other worldviews for the important ways they allow us to > access and to think about our relational possibilities with the > universe. I think we should meditate profoundly over how we can allow > more people and ideas from > non-Declaration-of-Independence-creation-story upbringings to the > classroom, or perhaps by bringing the classroom to them. > > Taking cue from Vanata’s powerful question: why do we have so many > walls? I think about a time last year in London’s St. Pancreas train > station. Inside is a piano for those who feel inclined to share their > talents. This is done in the name of enhancing the well-being of those > around, and rightly so. Yet, just outside the train station, was a > musician, huddled over with his instrument beside a tin and sign for > spare change. Why do his musical acts categorize him as a beggar, > while another gets to be perceived as a musician and given a more > welcomed place in society? > > That being able to ‘slow down is a luxury’ is becoming a bit of a > cliche. Of course, this so-called slowdown is all happening in the > context of response measures, I think many of us in this group sense, > are simply recreating much of the same. That it does not feel good in > our hearts, I think, adds to the sense of urgency to act, to direct > our attention and our energies quickly and in important directions so > the crisis moment will not amount to either more permissible greed or > to more good intentions becoming misguided and misused. For sure, the > impulse to act, which wells up quite often for me, while being > confronted with an interest of wanting to remain cautious and mindful, > feels disorienting. > > I am very appreciative of Wendy’s words. Especially in writing from > Cambridge, one of the historic epicenters for grooming privilege, I > think it is key that we use the slowdown that lockdown affords some of > us in thoughtful and focused ways. For me, this “slow down” has been a > chance to check my commitment. What does it mean to me to not > reproduce “more of this same”? How do I not distract myself and > ultimately perform more of the same while thinking I am pursuing or > contributing to something different? How do I (and can we?) strike a > balance between proceeding intelligently in thinking about my > potential role as an educator, rather than remaining constrained by > the neoliberal conventional teaching model? For me, this has been > meditating profoundly on how I educate myself so that I can think > about how I can incorporate other ideas and participants to better > access or protect the potential for other possibilities. Worldviews > that can remind us of very different relationships humans have had to > things like rhythm and to fundamental features of the universe. If we > are “to think new thoughts” a phrase from Arturo Escobar’s ‘Designs > for the Pluriverse’ which, for me, has been a simple yet deeply > powerful phrase I have been thinking on these last weeks, how can I > contribute to moving things in this direction as a possible teacher in > the future? Can I think about these things beyond the confines of what > I do in a ‘job’? > > Thinking about Wendy’s comment, wanting to do more to listen, maybe > listening to how others experience loss could become an avenue for new > ways. Based on my observations of growing up in the western part of > Turtle Island, loss is still conceived as a decline in natural areas > available for recreating or for leisure. We do not yet see this as a > death of our very selves because /we do not have the language for it/. > Our creation story did not teach us this language. Our elders did not > learn the ways of interpreting the dreams of community members nor > imparting the steps of the Sun Dance to the next generation to give us > the framework for comprehending how our current choices are hurting us > all. From my reading for many of the us from the > Declaration-of-Independence-creation-story mindsets, loss is still > equated too much with a loss of where we take our holidays and in an > air of inconvenience. > > Perhaps slowdown for me has meant a deeper acknowledgement of how too > many of us of Declaration-of-Independence-creation-story beginnings > are worried that about producing more of the same because we don’t > know how to talk about what the actual problems are, at least in a > more collective way. I think many of us here recognize that our > systems have too strong a tendency of churning up convincing solutions > that too many buy into because of a crisis context and lack of > exposure to other frameworks for thinking, and that much of this > amounts to quick tech fixes and staying power of a few. What we need > are stories and experiences from elsewhere of how life can be lived. I > write this not to pay lip service to solidarity, but so that we can > design our places of education in ways that make sense. > > As a final closing thought, (and at the risk of being entirely > left-field), reading and reflecting over what other historical social > structures have been and how they could offer useful perspectives for > us today, it seems to me that children could have a more important > role to play in our collective futures. While I do not have children > of my own to be able to offer this based on direct experience with > what that kind of caregiving looks like, I can appreciate the ways in > which, as we often remark at home, “kids can say the darndest things.” > To me, this expression says more about us as adults though. I think > some societies have retained a greater ability to value the > observations of children, and ways to integrate them as wisdom of > members of the community. That they haven’t been taught to relinquish > imagination might be one bit of it. Maybe, amidst the hope of striking > a balance between wanting to act yet not fashioning more of the same, > we can notice of how younger souls are in the world. Maybe they could > become a larger part of our re-envisioned classrooms. > > My warm regards from Cambridge and deep thanks for this group, > > Callie > > (A final apology for length as I had no intention of spanning so many > words! I respect how everyone is exceedingly busy in their own lives > and do not wish to abuse the group list nor make this pseudo > introduction/thought-share an overkill. I am deeply grateful for all > the contributions I have been able to read on this correspondence > chain and for being able to connect with so many who are thinking > deeply and committedly) > > On Sun, May 24, 2020 at 10:29 AM Wendy Harcourt <harcourt(a)iss.nl > <mailto:[email protected]>> wrote: > > Dear Ashish > > thank you for the frank message which made me pause to think about > how we are all somewhat frantic about communicating in these > particular times. I personally think taking it slow, pausing, > reflecting, trusting in the connections is also ok. Particularly > as pedagogy in the neoliberal academic institutions where I am > based and earn my livelihoods is changing far too rapidly I have > been deeply appreciative of reading how others are teaching, for > years, alternatives, and learning more about otherwise knowledges > from the posts. I am appreciate Brandon has encouraged people to > post but not too worried that it has not taken off. It is > connecting us, slowly but surely. > > I am perhaps somewhat shy to share from Europe - in the heart of > white privilege. I feel my position these days is to learn and > listen and change. I am pleased to share more information on some > of the pedagogical projects I am involved in with other > colleagues. How to share beyond this listserv the outcome of all > of these pedagogies would be interesting -perhaps even writing > something together? > > So dear Ashish I feel your impatience, frustration? I would > suggest we let it take time, things will emerge, we need to find > ways to connect across many different places and spaces especially > in these strange times. > > I will overcome my tentativeness and like others confirm that I > find this a precious resource that is unfurling slowly, but > surely. Please find below some of the collaborations. > > warm greetings from Rome > > Wendy > > Below I share some of the academic projects, though I would > consider that the place I working in the most interesting way at > the moment is in the local organising committee of the 8th > International degrowth conference August 2021- see > > https://www.wegoitn.org/wego-in-action/wego-and-degrowth/ > > > As I mentioned earlier the convivial thinking project is a > wonderful place to be learning with. > https://www.convivialthinking.org/index.php/collaboration/calls-for-contrib… > <https://www.convivialthinking.org/index.php/collaboration/calls-for-contrib…> > > calls, events, conferences – Convivial Thinking > <https://www.convivialthinking.org/index.php/collaboration/calls-for-contrib…> > CALL FOR PAPERS. Call for Papers, PERIPHERIE, Issue 161 (to be > published in spring 2021): Postcolonial Critique of Globalization. > With this Issue, the editors seek to critically complement the > state of political science research on the global protest movement > and institutional reform processes, e.g. by focusing on colonial > continuities and analysing them by means of postcolonial concepts > such ... > www.convivialthinking.org <http://www.convivialthinking.org> > > > > > I have just started teaching on gender approaches to environmental > justice looking at viral inequalities and feminist political > ecology in covid-19 times - on line - > https://www.wegoitn.org/online-learning/resources__trashed/course-materials/ > > > Course materials - WEGO-ITN > <https://www.wegoitn.org/online-learning/resources__trashed/course-materials/> > Course materials on Feminist Political Ecology by WEGO network and > affiliated researchers On these pages WEGO offers free-access to > all publicly available material produced by network members such > as briefs, papers, presentations, training material and > syllabuses. Do check frequently, we … Continue reading "Course > materials" > www.wegoitn.org <http://www.wegoitn.org> > > working also with undisciplined environments > > https://undisciplinedenvironments.org/ > Undisciplined Environments <https://undisciplinedenvironments.org/> > Published by Undisciplined Environments on April 30, 2020 A > pandemic of blindness: uneven experiences of rural communities > under COVID-19 lockdown in India – Part I By Enid Still, Sandeep > Kumar, Irene Leonardelli and Arianna Tozzi A two part series on > the uneven experiences and everyday challenges of lockdown > conditions in India. > undisciplinedenvironments.org <http://undisciplinedenvironments.org> > > > > I have put my post development course on line to start in > September - looking at different narratives of the making and > unmaking of development - no immediate link yet - but we plan to > work on a MOOC from the course ... > > The Well-being, Ecology, Gender and cOmmunity – Innovation > Training Network > > I am coordinating now has on-line sources as well > > https://www.wegoitn.org/research-design/ > Research design - WEGO-ITN <https://www.wegoitn.org/research-design/> > More videos will be uploaded soon. > www.wegoitn.org <http://www.wegoitn.org> > > > > > > > ------------------------------------------------------------------------ > *From:* pedagog-request(a)lists.riseup.net > <mailto:[email protected]> > <pedagog-request(a)lists.riseup.net > <mailto:[email protected]>> on behalf of Ashish > Kothari <ashishkothari(a)riseup.net <mailto:[email protected]>> > *Sent:* 24 May 2020 09:31 > *To:* PeDAGoG <pedagog(a)lists.riseup.net > <mailto:[email protected]>> > *Cc:* Ashish Kothari <ashishkothari(a)riseup.net > <mailto:[email protected]>> > *Subject:* Re: [PeDAGoG] Open Discussion and Updates (May 2020) > > Dear colleagues, this mail is to ask your frank opinion on whether > this network and list are of use, and needed? I ask this because > 'traffic' on it is v. minimal. > > Some of us have been posting relevant mails/material on this list, > and some have also been putting up v. interesting material on the > shared drive https://pad.globaltapestryofalternatives.org/pedagog > <https://eur03.safelinks.protection.outlook.com/?url=https%3A%2F%2Fpad.globa…>. > > > But the enthusiasm with which you all responded to the idea of > this global network, does not seem to have translated into more > active posting on the above drive, and/or most active discussions > on this list. It may be worth asking ourselves, why? Given that > most of us have been stuck at home (or where-ever else we found > ourselves when COVID hit), maybe we've had a bit more time than > usual? Or is it the reverse ... there is so much happening online > that we simply don't have the time or energy or inclination to > stare at the screen to feed yet another list? > > --- > PeDAGoG: Post-Development Academic-Activist Global Group > To unsubscribe: <mailto:[email protected] > <mailto:[email protected]>> > List help: <https://riseup.net/lists> > > > --- > PeDAGoG: Post-Development Academic-Activist Global Group > To unsubscribe: <mailto:[email protected]> > List help: <https://riseup.net/lists> >

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