June 2022 - GTA-PeDAGoG - lists.ourproject.org

STOP DESIGN THINKING - Save yourselves from design thinkers
by Jinan K B 23 Jun '23

23 Jun '23

STOP DESIGN THINKING I have uploaded a paper at Academia and medium about how to understand the modern mindset by examining the term design thinking. Join me to discuss this https://www.academia.edu/s/b416e3384b or you can read about the same at https://jinankb.medium.com/stop-design-thinking-c6ffc24148d1 One doesn’t require an anthropologist, sociologist, psychologist, and least of all a cognitive scientist to understand the modern mindset. Just a bit of common sense (the most uncommon in modernity which is what schooling takes away) will do. A proper examination of the term ‘design thinking’ will do. How they bring in two totally diverse phenomena together in words and pretend the job is done. This is the same drama with first fragmenting knowledge into various subjects and making the pretense of integrating all by just creating a few terms- multi-disciplinary, inter-disciplinary, etc… It is interesting another nature of the modern mindset which can be called an ‘afterthought’. This means first destroy, make this as default and then pretend for the first time a solution is provided. Take the usage ‘out of the box thinking. A much-celebrated usage…. The stupidity of the modern mindset is that they are not asking why are you in the box in the first place. Who put us in? So, our default setting is in the box, fragmented……. And instead of trying to find the root cause, a temporary solution is offered. Natasha Jen: Design Thinking is Bullsh*t https://www.youtube.com/watch?v=_raleGrTdUg https://www.youtube.com/watch?v=V8gjDsW3lsY -- Jinan, TEXT DISTORTS, DIGITAL DESTROYS, WORLD AWAKENS http://kbjinan.in/ <http://jinankb.in/> http://ekfoundation.in/ https://www.youtube.com/channel/UC80rT8Zj1EE8TrzD3UreYfQ www.re-cognition.org https://independent.academia.edu/JinanKodapully 09447121544

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A new article on RED - "Against the Universal Agent of Separation: A Review of Anitra Nelson’s Beyond Money"
by Pallav Das 22 Sep '22

22 Sep '22

Friends, A new article, "Against the Universal Agent of Separation: A Review of Anitra Nelson’s Beyond Money" has been uploaded to the Radical Ecological Democracy website. https://radicalecologicaldemocracy.org/against-the-universal-agent-of-separ… In this second part of our series on Anitra Nelson's, "Beyond Money: A Post-Capitalist Strategy", John Clark reviews the path breaking book for RED. He concludes that Anitra Nelson's inquiry takes "seriously the real possibilities for escape from the power of money and the urgent need to begin realizing those possibilities in the immediate future." Please take a look and join the discussion on the RED listserv and the website discussion forum. The author is copied here in case you would like to contact him directly. Also, Pluto Press is offering the RED readers an exclusive 30% discount on the book - the details are available at the end of the article. This discount ends on the 30th of April/2022. Best, Pallav

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Philippines Passes Law Requiring Students to Plant 10 Trees Before Graduating
by Christian Stalberg 29 Jun '22

29 Jun '22

https://mymodernmet.com/student-tree-planting-law-philippines/ __ Christian Stalberg Doctoral Student Anthropology & Social Change CIIS, San Francisco, CA "I am no longer accepting the things I cannot change. I am changing the things I cannot accept." - Angela Davis "What is it that we can do that addresses whatever the problem is, rather than what it is that we're trying to get somebody else to do." - Alice Lynd "It's better to die for an idea that is going to live than to live for an idea that is going to die." - Steve Biko "We live in capitalism, its power seems inescapable - but so did the divine right of kings." - Ursula K. Le Guin

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CORE (Curriculum Open-access Resources in Economics)
by Michel Pimbert 28 Jun '22

28 Jun '22

Dear all Thanks for this exchange. Gilbert Rist’s book provides valuable ideas for alternative economics curriculum. May be helpful. See: The Delusions of Economics The Misguided Certainties of a Hazardous Science https://blackwells.co.uk/bookshop/product/The-Delusions-of-Economics-by-Gil… Best wishes Michel From: GTA-PeDAGoG <gta-pedagog-bounces(a)lists.ourproject.org> on behalf of "Steven J. Klees" <sklees(a)umd.edu> Reply-To: "PeDAGoG: Post-Development Academic-Activist Global Group" <gta-pedagog(a)lists.ourproject.org> Date: Sunday, 26 June 2022 at 15:21 To: "PeDAGoG: Post-Development Academic-Activist Global Group" <gta-pedagog(a)lists.ourproject.org> Subject: EXTERNAL: Re: [PeDAGoG] CORE (Curriculum Open-access Resources in Economics) Caution: Think Before You Click This email originated from outside of Coventry University. Do not click on any links or open attachments unless you recognise the sender and know that the content is safe. As someone schooled in neoclassical economics, I find both its neoliberal and liberal variants bankrupt. I find alternative approaches to economics most significant in what is being done in economics in practice by groups like GTA and others, as I have said in this blog: https://evonomics.com/klees-neoclassical-economics-failed-what-comes-next/<https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fevonomics…> There have been interesting attempts to break free of the neoclassical straightjacket in approaches like ecological economics and feminist economics, but too often they don't really break free. However, sometimes under the label "political economy" you have true alternatives that start with the bankruptcy of capitalism ("political economy" is also used by the right). The World Economics Association takes a "heterodox" stance (in opposition to "orthodox" economics which is another term for neoclassical) and publishes a list of alternative texts, some of which offer more sensible approaches to economics: https://www.worldeconomicsassociation.org/textbook-commentaries/alternative…<https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.world…> Best, Steve On Sun, Jun 26, 2022 at 6:38 AM Ashish Kothari <ashishkothari(a)riseup.net<mailto:[email protected]>> wrote: This is interesting, friends. Though, does it not depend on what definition of 'economics' we are accepting as legitimate? Its original meaning (from 'oikos' ... and therefore also linked to ecology) is 'management of the home' ... so if ecology is put at the base ('understanding the home') and we relate to the Earth our home in ways that reflect a deep understanding, is that not something humans have been doing forever? So, do we accept the modernist westernised version of 'economics', or the much broader, deeper meaning of it ... do we discard it totally because it is badly corrupted/co-opted, or do we rescue it? This relates to one of my favourite pre-occupations, of understanding original meanings of words, and seeing if there is subversive/revolutionary potential in rescuing them, or are they so inextricably embedded in the system we are fighting against, that its best to abandon them and find alternatives? An eminently 'pedagogical' quest, I suppose. And in that spirit, note that the term 'pedagogy', at least according to my laptop's inbuilt dictionary, comes from a v. dubious origin: "late Middle English: via Latin from Greek paidagōgos, denoting a slave who accompanied a child to school (from pais, paid- ‘boy’ + agōgos ‘guide’)." I found this out to my utter chagrin after having suggested PeDAGoG (Post-Development Academic-Activist Global Group) as the acronym for this network! So in this case, its not about rescuing the original meaning, but giving it a new, v. different, one! But sorry, let this observation not distract from the main topic of conversation here ... whether economics should or should not be in curricula, and it is should, waht should be its contours/substance (and not going further here into whether formal curricula should exist in the first place :):) ashish New, for post-COVID dignified livelihoods in India! Vikalp Sutra<https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fsutra.vik…> FREE DOWNLOAD! Pluriverse: A Post-Development Dictionary<https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fradicalec…> Ashish Kothari Kalpavriksh Apt 5 Shree Datta Krupa 908 Deccan Gymkhana Pune 411004, India Tel: 91-20-25654239; 91-20-25675450 Kalpavriksh <https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fkalpavrik…> Vikalp Sangam<https://eur01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fvikalpsang…> Radical Ecological Democracy <https://eur01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.radica…> Global Tapestry of Alternatives <https://eur01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.global…> https://ashishkothari51.blogspot.com<https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fashishkot…> Twitter<https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Ftwitter.c…> LinkedIn<https://eur01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.linked…> Instagram<https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.insta…> Facebook<https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.faceb…> On 26/06/22 2:08 pm, Aram Ziai wrote: Dear all, I agree and wanted to point out that Escobar has described already in 95 economics as a cultural discourse imagining itself to be a science... but also that the 'problem' of population growth is usually focusing on poor people in the South (who use far far less resources and emit far far less CO2 than the global middle class) and of course on women (whose right to control their body is compromised) thus has racist and sexist elements. Best Aram On 25.06.22 22:37, Christine Dann wrote: Kia ora tatou I wonder if it is possible for any economics curriculum to be satisfactory. In Bruno Latour's view (see the quotes from After Lockdown Metamorphosis, 2021, below) 'economics' is an invention which has been and is still imposed with force. It obscures reality at best, and destroys it at worst. It was interesting to see in the philanthropy article which Christian provided the link to that 'philanthropy' now includes creating pro-capitalist propaganda. This reinforces Latour's point that a lot of work has gone and continues to go into creating the pseudo-reality of 'economics' and the Economy. It can be 'soft' work, like the creation of 'philanthropic' propaganda; or 'hard' work, like the murder of indigenous people and their supporters trying to prevent further 'economic' extraction of the life of their lands, and the minerals beneath them. It is still heretical these days to say that the Economy is not real, and we should focus on what is, and stop aiming to grow the Economy until it has devoured the Earth and all on it. It has been heretical for 50 years now, since the Limits to Growth report was published in 1972, and a very small new party in a very small new-ish state (the New Zealand Values Party) put out an election manifesto with two key policies - Zero Economic Growth and Zero Population Growth. I don't know of any political party which has been so bold since - and you probably all know the connections between economic and population growth and how problematic both are these days. Also the connections with fossil fuel extraction and use. If I were a teenager today and had a choice between studying economics in a classroom or learning gardening in a community garden, I know what the smart choice would be. Christine p 59 “This time round, it’s not just a matter of improving, changing, greening or revolutionising the ‘economic’ system, but of completely doing without the Economy.” p 60 “Homo oeconomicus has nothing native, natural or autochthonous about him, as we’ve long known. Strictly speaking, he comes from on high … from the top down, and not at all from ordinary practical experience, from the ground up, from the relationships that lifeforms maintain with other lifeforms.” p 60 “For the Economy to expand … as the bedrock of all possible life on earth, an enormous amount of infrastructure building is required to impose it as an obvious fact against the dogged resistance put up by the most common experience in reaction to such violent colonisation.” p 61 [Without this infrastructure] “no one would ever have invented ‘individuals’ capable of a selfishness drastic enough, constant enough, consistent enough to not ‘owe anyone anything’ and to see all others as ‘aliens’ and all life forms as ‘resources’. Beneath the evidence of a native, primal Economy lie three centuries of economisation….” [this preliminary embedding requires extreme violence] p 62 [In order not to stay in the economisation trap, the way out proposed by Duzan Kazik] “… consists in never agreeing to say of any subject whatever that ‘it has an economic dimension’! Bowing to that dimension … always boils down to suggesting that, on the one hand, there is a profound, essential, vital reality – the economic situation – but that on the other hand, we could nonetheless, if we had the time, take ‘other dimensions’ into account – social, moral, political dimensions and even, why not, if there’s anything left over, an ‘ecological dimension’… Well, reasoning accordingly means giving the Economy a material reality it doesn’t have, and lending a hand to a power that trickles down from on high.” pp 74 - 75 “As soon as you describe a territory the right way round, you feel in your bones why the Economy could not be realistic or materialistic …. Embracing the Economy means interrupting the resumption of interactions by inventing beings who won’t have to account for themselves on the pretext that they’re autonomous individuals whose limits are protected by an exclusive right of ownership.” On 25/06/22 06:21, Steven J. Klees wrote: Dear Christian, The CORE curriculum is an improvement over standard approaches in economics departments but it is fundamentally neoclassical. It moves away from neoliberalism but is firmly ensconced in a liberal view of markets and capitalism. Putting lipstick on a pig is, to me, an appropriate characterization. Check out the attached New Yorker article. Best, Steve On Fri, Jun 24, 2022 at 12:58 PM Christian Stalberg <cstalberg(a)mymail.ciis.edu<mailto:[email protected]>> wrote: Sharing this resource. Would love to hear reactions. My kneejerk response was that this is simply putting lipstick on a pig (the pig being the systemic structural violence of capitalism). https://www.core-econ.org/<https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.core-…> …oh and if you would like to know where this initiative got its start, read this https://www.philanthropy.com/article/thinking-anew-about-capitalism<https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.phila…> Thank you in advance for your interest and attention! __ Christian Stalberg Doctoral Student Anthropology & Social Change CIIS, San Francisco, CA "I am no longer accepting the things I cannot change. I am changing the things I cannot accept." - Angela Davis “What is it that we can do that addresses whatever the problem is, rather than what it is that we’re trying to get somebody else to do.” – Alice Lynd “It’s better to die for an idea that is going to live than to live for an idea that is going to die.” – Steve Biko “We live in capitalism, its power seems inescapable – but so did the divine right of kings.” - Ursula K. Le Guin _______________________________________________ GTA-PeDAGoG mailing list GTA-PeDAGoG(a)lists.ourproject.org<mailto:[email protected]> http://lists.ourproject.org/mailman/listinfo/gta-pedagog<https://eur01.safelinks.protection.outlook.com/?url=http%3A%2F%2Flists.ourp…> _______________________________________________ GTA-PeDAGoG mailing list GTA-PeDAGoG(a)lists.ourproject.org<mailto:[email protected]> http://lists.ourproject.org/mailman/listinfo/gta-pedagog<https://eur01.safelinks.protection.outlook.com/?url=http%3A%2F%2Flists.ourp…> _______________________________________________ GTA-PeDAGoG mailing list GTA-PeDAGoG(a)lists.ourproject.org<mailto:[email protected]> http://lists.ourproject.org/mailman/listinfo/gta-pedagog<https://eur01.safelinks.protection.outlook.com/?url=http%3A%2F%2Flists.ourp…> -- Prof. Dr. Aram Ziai Chair of Development and Postcolonial Studies Executive Director Global Partnership Network Faculty of Social Sciences University of Kassel Nora-Platiel-Str. 1 34109 Kassel Germany ++49 561 804-3023 ziai(a)uni-kassel.de<mailto:[email protected]> https://www.uni-kassel.de/fb05/en/fachgruppen/politikwissenschaft/departmen…<https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.uni-k…> https://www.uni-kassel.de/forschung/global-partnership-network/home/<https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.uni-k…> New video: Post-Development - Questioning the whole paradigm. https://www.youtube.com/watch?v=xsrK-XuSZZQ<https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.youtu…> Open access article: Neocolonialism in the global economy of the 21st century: an overview, in: Momentum Quarterly 9 (3), 128-140. Open access: https://www.momentum-quarterly.org/ojs2/index.php/momentum/article/view/3478<https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.momen…> New edited volume: Beyond the master's tools? Decolonizing knowledge orders, research methods and teaching. London: Rowman & Littlefield (with Franziska Müller and Daniel Bendix) https://rowman.com/ISBN/9781786613592/Beyond-the-Master's-Tools-Decolonizing-Knowledge-Orders-Research-Methods-and-Teaching<https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Frowman.co…> New edited volume: The Development Dictionary @25: Post-Development and its consequences. London: Routledge. https://www.routledge.com/The-Development-Dictionary-25-Post-Development-an…<https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.routl…> Open access book: Development Discourse and Global History. From Colonialism to the Sustainable Development Goals. London: Routledge. https://www.routledge.com/Development-Discourse-and-Global-History-From-col…<https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.routl…> Open access article: Post-Development: Premature Burials and Haunting Ghosts. In: Development and Change 46 (4), 833-854. open access: http://onlinelibrary.wiley.com/doi/10.1111/dech.12177/full<https://eur01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fonlinelibr…> Open access article: Post-development 25 years after The Development Dictionary, Third World Quarterly, 38:12, 2547-2558, https://doi.org/10.1080/01436597.2017.1383853<https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdoi.org%2…> _______________________________________________ GTA-PeDAGoG mailing list GTA-PeDAGoG(a)lists.ourproject.org<mailto:[email protected]> http://lists.ourproject.org/mailman/listinfo/gta-pedagog<https://eur01.safelinks.protection.outlook.com/?url=http%3A%2F%2Flists.ourp…> _______________________________________________ GTA-PeDAGoG mailing list GTA-PeDAGoG(a)lists.ourproject.org<mailto:[email protected]> http://lists.ourproject.org/mailman/listinfo/gta-pedagog<https://eur01.safelinks.protection.outlook.com/?url=http%3A%2F%2Flists.ourp…> ________________________________ This email has been scanned for spam, viruses and malicious links. If you believe this email should have been stopped by our filters or is an attempt at phishing your information click here<https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fportal.ma…> to report it to us. Reminder: Digital Services will never ask for your personal information. ' Queen's Award for Enterprise International Trade 2022 Ranked in the top 50% of UK universities for research power Times Higher Education analysis of REF 2021 Joint top Modern University for Career Prospects Guardian University Guide 2022 Top 30 in the World for International Students(ratio) QS World University Rankings 2022 NOTICE This message and any files transmitted with it is intended for the addressee only and may contain information that is confidential or privileged. Unauthorised use is strictly prohibited. If you are not the addressee, you should not read, copy, disclose or otherwise use this message, except for the purpose of delivery to the addressee. Any views or opinions expressed within this e-mail are those of the author and do not necessarily represent those of Coventry University.

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CORE (Curriculum Open-access Resources in Economics)
by Christian Stalberg 27 Jun '22

27 Jun '22

Sharing this resource. Would love to hear reactions. My kneejerk response was that this is simply putting lipstick on a pig (the pig being the systemic structural violence of capitalism). https://www.core-econ.org/ .oh and if you would like to know where this initiative got its start, read this <https://www.philanthropy.com/article/thinking-anew-about-capitalism> https://www.philanthropy.com/article/thinking-anew-about-capitalism Thank you in advance for your interest and attention! __ Christian Stalberg Doctoral Student Anthropology & Social Change CIIS, San Francisco, CA "I am no longer accepting the things I cannot change. I am changing the things I cannot accept." - Angela Davis "What is it that we can do that addresses whatever the problem is, rather than what it is that we're trying to get somebody else to do." - Alice Lynd "It's better to die for an idea that is going to live than to live for an idea that is going to die." - Steve Biko "We live in capitalism, its power seems inescapable - but so did the divine right of kings." - Ursula K. Le Guin

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Fwd: Operationalizing Sustainable Development - Workshop Video (National Academy of Sciences, Engineering, and Medicine)
by Ashish Kothari 23 Jun '22

23 Jun '22

Friends, this series of video discussions and presentations may be of interest. For any further details, pl. contact Emi, cc'd here. ashish -------- Forwarded Message -------- Subject: Operationalizing Sustainable Development - Workshop Video Date: Fri, 17 Jun 2022 22:25:01 +0000 From: Kameyama, Emi <EKameyama(a)nas.edu> To: 'Ashish Kothari' <chikikothari(a)gmail.com> CC: Carrero-Martinez, Franklin <FCarrero(a)nas.edu> Dear Ashish, Thank you very much for sharing your insights and remarks as part of our National Academies workshop on /Operationalizing Sustainable Development: Local Strategies/. We greatly appreciate that you were able to join us and participate in the recording session. Your perspectives will be critical in guiding our deliberations on this important topic at the National Academies of Sciences, Engineering, and Medicine. We are happy to update you that your recording file has been incorporated into our workshop video. It is available at our project website <https://www.nationalacademies.org/event/04-18-2022/operationalizing-sustain…> (second video for Day 2). The final short consensus report will be published later this year, and we will keep you updated on our continued efforts on this topic. Thanks again, and please let us know if you have any questions. Best regards, Emi Emi Kameyama Program Officer, Science and Technology for Sustainability Program Policy and Global Affairs Division The National Academies of Sciences, Engineering, and Medicine 500 Fifth St NW, K541 Washington, DC 20001 Phone: 202-334-2694 www.nas.edu/sustainability <http://www.nas.edu/sustainability>

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my talk on Breaking Paradigms: Storying Climate Change today at 5 PM IST
by singhvan＠rcn.com 23 Jun '22

23 Jun '22

Dear All, In case there is interest, I am posting the link below for a talk I am presenting today (5 PM IST) on climate pedagogy, foregrounding storytelling. Thanks! Vandana [ https://www.ashoka.edu.in/event/3cs-talks-breaking-paradigms-storying-clima… | https://www.ashoka.edu.in/event/3cs-talks-breaking-paradigms-storying-clima… ]

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A discussion on TACC about teaching climate change
by singhvan＠rcn.com 23 Jun '22

23 Jun '22

Dear All, I thought I would share with you the notes of a recent discussion of the pedagogy subgroup of Teachers Against the Climate Crisis (TACC). So, with their permission, here is the 1.5-page summary. We would appreciate your thoughtful comments. With best wishes, Vandana Meeting Notes for June Meeting of TACC Pedagogy Subgroup Date: June 11 th , 2022 Topics discussed: sharing experiences teaching climate change, what approaches worked, what were the challenges; also, possibility of holding a workshop/ knowledge exchange for educators interested in teaching climate change. Attendees : 8, of which 7 are university educators, three from the natural sciences (two in physics, one in biology), the rest from the social sciences (political science, anthropology, science and technology studies, environmental history) and one is a writer and activist. Among the 7 university educators, 6 teach climate change through their disciplines, or through a specially designed course. Common points on teaching approaches: · interdisciplinary and transdisciplinary approaches drawing from both science and social sciences & humanities; including justice aspects like gender oppression and other inequalities · Use of narrative in various forms, including case studies, stories from communities, and (in one case) science in the form of story · Agreement on importance of bringing in and interrogating terms like the Anthropocene; decentering the anthropocentric · Need to understand perspective of students, especially epidemic of anxiety among them; how to teach climate change under such conditions – may help to include resistance movements · Need to go beyond national boundaries to bioregions and locales · Centrality of the role of power in the climate problem and the need to teach it Other points made: · Importance of presenting the fuzziness and ambiguities of the world, so students can think for themselves · Central question to engage with: “what are we teaching for?” · Importance of coming at climate change via oblique approaches through topics like food or money, which students can immediately relate to · Using multimedia to present climate information, including videos, games, documentaries, music; · Immersing students in Nature such as forest walks and having them do outdoor projects · Importance of understanding dominant narratives and how discussions on it can inform climate change adaptation policies in developing countries · Having students share their own climate stories, and enabling them to think about India’s possible futures through storytelling · Using Vikalp Sangam project to foreground communities · Importance of reaching out to government schools; Eklavya as inspiration · Importance of teaching the history of energy Some Challenges encountered: · How to do interdisciplinarity well – working with complexity without oversimplifying · Access to climate science essentials for social science and humanities teachers · Students’ anxiety issues · Students’ acceptance of corporate power and control · Earth science and science educators’ ignorance of importance of social justice in connection with climate · Structural barriers in formal institutions that prevent climate change education, for example - generally science students do not learn about climate change unless they take Earth or environmental science classes; lack of holistic learning. BRIEF Discussion on What a Workshop might look like: · Structure suggested: 3-4 hours on Saturday; start with narratives including teachers’ own stories; end with something tangible that teachers can immediately use in their classes · Who would take it? Original idea was school teachers but some agreed that it would make sense to start with college teachers from different disciplines; must include science educators also, since other than Earth sciences, science courses do not include climate change; could do a second workshop with school teachers; alternative idea to have a mix of school teachers and college teachers in first workshop · Context – find out what’s already being taught and how; generally environmental science courses at university level while mandatory are undervalued (being pass courses); Delhi government is likely to be open to climate change teacher workshops for government schools. NOTE ALSO – recently reported NCERT decision to drop several climate, environmental and social justice topics from curricula of class 6 – 12.

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my blog on UNESCO's GEM Report on the privatization of education
by Steven J. Klees 23 Jun '22

23 Jun '22

Dear Colleagues, FYI. NORRAG (https://www.norrag.org/) just published a blog of mine on UNESCO's 2021/22 Global Education Monitoring Report on non-state actors in education. The Report has some things to commend it but I find it falls far short of what is needed as well as reflect on the privatization of education more broadly. A quote from my blog: "Privatization is a scourge." https://www.norrag.org/the-privatization-of-education-reflections-on-unesco… Best, Steve Steven J. Klees Former President and Honorary Fellow, Comparative and International Education Society University Distinguished Scholar-Teacher Professor, International Education Policy Program Affiliate Faculty, Harriet Tubman Department of Women, Gender, and Sexuality Studies Affiliate Faculty, Latin American Studies Center Affiliate Faculty, Consortium on Race, Gender & Ethnicity College of Education University of Maryland College Park, MD 20742 301-405-2212 *https://www.education.umd.edu/directory/steven-klees <https://www.education.umd.edu/directory/steven-klees>* Recent Book: *The Conscience of a Progressive* Blog: https://blog.umd.edu/stevenklees/ Co-founder: https://www.thealternativesproject.org/

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A new article on REDWeb, "A Sisyphean Politics of Desire - Camus' Philosophy in the Anthropocene"
by Pallav Das 23 Jun '22

23 Jun '22

Friends, A new article, "A Sisyphean Politics of Desire - Camus' Philosophy in the Anthropocene" has been uploaded on REDWeb: https://radicalecologicaldemocracy.org/a-sisyphean-politics-of-desire-camus… Albert Camus’ outstanding scrutiny of the human condition using the lens of the “absurd” has afforded post-war western society an insight into its intensifying socio-psychological ennui and fatigue. Yet, is that somewhat edifying self-reflection enough to discern and intervene in the current unceasing tumble into an environmental and economic dystopia? Adam Cogan examines Camus’ “The Myth of Sisyphus” to weigh the suitability of its message to effect societal mediations, and concludes that a world beyond Camus’ faltering exhortations needs to be fervidly reimagined to contest the “despondency of capitalist realism, and the destruction it condones.” Please take a look and join the discussion on REDWeb listserv or the website discussion forum. The author is copied here in case you would like to contact him directly. Best, Pallav

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