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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]>. 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

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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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Today's Networking Session Follow-Up
by Schöneberg, Julia, Dr. 08 Jul '20

08 Jul '20

Dear friends, Many thanks to all who could make it and join. It was a joy getting to know you more directly and starting to draft collaborative action! To keep everyone in the loop, we are sharing the discussion results. Please everyone - also and especially if you couldn't be in the session - be invited to add your thoughts and ideas and build on it collectively. https://board.net/p/PeDAGoG_Networking One important outcome of conversations is, that it would be fruitful to gather round in "working groups" around different topics and actions. We have started collecting some, but obviously the list is non-conclusive and can continuously be elaborated. Everyone is invited to add their names to the list of volunteers! Three points on interaction we would like to highlight in particular: 1. People are welcome to invite others within their networks to join PEDAGOG - and maybe include a link for the mail address to subscribe 2. If people would prefer to remain anonymous on the public spaces, they can email Brandon to express their interest in particular groups and he can connect them. 3. The lesson from today is that everyone is welcome to initiate an activity, a meeting or a discussion in the network so please feel free to go ahead and suggest things! Some immediate points on the next steps: 1. STRUCTURE AND ORGANISING * Organising the communication and sharing in the PEDAGOG space so that material is accessible and not overwhelming the list * social-media presence? * Series of events where we share the approaches we are taking - webinar series from PEDAGOG? * Think about what gaps (geographical, thematic) exist and could be filled (e.g., currently lack of members from Africa)? * Creating a map of our expertise - create a visual tool with themes that concern this group - overlapping circles? * Can some of us find institutional backing, funds? 1. PEDAGOGIC AND KNOWLEDGE SHARING ACTIVITIES: Potential to develop sub-groups on the following as a start: * Feminism and political ecology * Teaching exchange through zoom co-teaching * Collaborative journal article writing * Collaboration on Masters education and exchange and summer schools * Youth activist-research outside of mainstream academic structures 1. COLLECTIVE VALUES AND PRINCIPLES OF THE PEDAGOG NETWORK * Ethics and values of PeDAGoG We need a statement on these for the kinds of transformations we want in society, the kind of academics/learning/teaching we feel is 'right', and the ethics for our own internal functioning of PeDAGoG as a network * Suggestion: Small group of volunteers to start a draft Three levels that might be important: 1. Ethics of the transformations we want in society - direction of the transformaiton 2. Ethics of our own teaching and learning spaces 3. Ethics of the PEDAGOG network itself - open, inclusive, non-hierarchical Keep in touch! Solidarity, Vasna, Brandon, Ashish, Julia -- Dr. Julia Schöneberg University of Kassel Chair for Development and Postcolonial Studies DFG-funded project "Theorizing Post-Development" Untere Königsstraße 71 34127 Kassel Twitter: @j_schoeneberg -- RECENT PUBLICATIONS (2020) It is time to abandon "development" goals and demand a post-2030 Utopia<https://www.globalstudies.ugent.be/it-is-time-to-abandon-development-goals-…> (with Mia Kristin Häckl), Ghent Global Studies Blog (2019) Development: a failed project<https://www.convivialthinking.org/index.php/2019/11/29/development-a-failed…>, Blog for Open Democracy (2019) Imagining Postcolonial-Development Studies - Reflections on Positionality and Research Practices, in: Baud, Isabelle, Tiina Kontinen, Elisabetta Basile (eds.): "Building Development Studies for the New Millennium" (EADI Series on Global Development), Palgrave MacMillan: London. (2019) Manoueuvring political realms: Alternatives to Development in Haiti, in: Elise Klein, Carlos Eduardo Morreo (eds.) Post-Development in Practice, Routledge: London. -- Dr. Julia Schöneberg University of Kassel Chair for Development and Postcolonial Studies DFG-funded project "Theorizing Post-Development" Untere Königsstraße 71 34127 Kassel Twitter: @j_schoeneberg -- RECENT PUBLICATIONS (2020) It is time to abandon "development" goals and demand a post-2030 Utopia<https://www.globalstudies.ugent.be/it-is-time-to-abandon-development-goals-…> (with Mia Kristin Häckl), Ghent Global Studies Blog (2019) Development: a failed project<https://www.convivialthinking.org/index.php/2019/11/29/development-a-failed…>, Blog for Open Democracy (2019) Imagining Postcolonial-Development Studies - Reflections on Positionality and Research Practices, in: Baud, Isabelle, Tiina Kontinen, Elisabetta Basile (eds.): "Building Development Studies for the New Millennium" (EADI Series on Global Development), Palgrave MacMillan: London. (2019) Manoueuvring political realms: Alternatives to Development in Haiti, in: Elise Klein, Carlos Eduardo Morreo (eds.) Post-Development in Practice, Routledge: London.

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Fwd: 15th July (13.30 GMT/UTC) | Webinar #7: "Covid 19 - Proposals from the May First Movement Technology" / Covid 19 - Propuestas de la Tecnología del Movimiento Primero de Mayo
by Ashish Kothari 08 Jul '20

08 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. 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. 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 /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 - Proposals from the May First Movement Technology with *Melanie Bush*/(USA)/, *Alfredo Lopez*/(USA)/, *Jerome Scott*/(USA)/ and *Samantha Camacho*/(Mexico)/ ------------------------------------------------------------------------ *Friday 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>

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One more introduction
by sonali sathaye 08 Jul '20

08 Jul '20

Dear All, Time to introduce oneself! A difficult task (which is why I have been putting it off for so long) given the many winding skeins of interest that go in to that. Broadly, as an educator (and a person), I am keen on asking the right question - a question that strikes deep at the root of a phenomenon/event such that the thing reveals itself automatically, effortlessly, without bias. And to attempt it would require one to be quite transparent, to not cling to pieties, to be fearless and admit to being wrong. Of course it often happens that one's obduracy or attachment is only seen after the fact - but still, that's the endeavour, to attempt to see things as they are and not through a film of one's creation. Khair ("anyway" in Hindustani) - that attitude underlies my approach (and I hope practice) in teaching. The expression the teaching takes is through the subjects of Sociology, Drama and History - but I would say the "what" is almost not as important as the "how" of the teaching. Although, I must admit that is not wholly true either - I do feel quite strongly that the content of our curricula are severely lacking in courage, in the ability to face up to what we have made of this planet and ourselves. So - more ecology, more sociology, etc but with us *inside* the circle, not outside, critiquing. Finally, I just want to say that I love teaching high school students more than any other age group. Have enjoyed reading about the diverse group that make up this vast network. Very good indeed to know of all the efforts being made to unlock the planet. Looking forward to this evening - sonali On Tue, 7 Jul 2020 at 12:49, Dr. Andreas Weber <frankandreasweber(a)posteo.de> wrote: > dear post-developmental co-activists, > > I did not really appear here in the mailing list as there was so much > writing (and e-mailing) to do, really overwhelming. I am excited that this > group exists and I am looking forward to the exchange tomorrow. > > I am a writer, philosopher and biologist, and I am part-time teaching > ecophilosophy at the university of the arts in berlin, germany. > > my latest online publications in english are here: > > https://in.boell.org/en/nourishing-community-pandemic-times > > > https://www.thenatureofcities.com/2020/05/03/covid-has-upended-all-the-norm… > > and another: > > https://www.humansandnature.org/being-nature > > see you tomorrow, > andreas > > > Dr. Andreas Weber > Westendallee 111 > D-14052 Berlin > + 49 170 811 84 92 > +49 30 30 20 10 74 > www.autor-andreas-weber.de > www.biologyofwonder.org > @biopoetics > > NEW BOOKS > > > > https://mitpress.mit.edu/books/enlivenment > > https://nicolai-publishing.com/collections/unsere-bucher/products/indigenia… > > _______________________________________________ > GTA-PeDAGoG mailing list > GTA-PeDAGoG(a)lists.ourproject.org > http://lists.ourproject.org/mailman/listinfo/gta-pedagog >

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Introduction!
by Sadia Sohail 07 Jul '20

07 Jul '20

Dear members of this group, Let me also take this opportunity to introduce myself. I am Sadia Sohail, working as a programme coordinator at the Delhi office of Heinrich Boll Stiftung, a German foundation affiliated to the Green Party. We at our office are increasingly engaging ourselves in discovering and learning about pedagogies of ecology, gleaning from the traditional knowledge systems, methodologies and mediums of documentation that people at large can resonate with. We hope to share with the group our experiments on that front soon. Having said that and as some of the other colleagues mentioned, I am here to learn and gain from the work that many of you are doing. Looking forward to the exchange. best regards, Sadia

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PeDAGoG] Introduction (Rebecca Johnson)
by Rebecca Johnson 07 Jul '20

07 Jul '20

Dear fellow PeDAGoGs: I too have been quietly lurking, enjoying the conversations, and thinking about the importance and creativity of each form of intervention that has been spoken to. I too am very much looking forward to some zoomtime with eachother tomorrow. In the spirit of bravery I have seen in the rest of you, let me offer a few notes of introduction. I am a Professor of Law at the University of Victoria (Canada). My ancestors are part of the early wave of colonists who moved to the US/Canada in the 1800s. I am part of a team of Indigenous and Settler people working at UVic Law (shorthand for our institution) in a new law degree program that involves a dual degree in Common Law and Indigenous Legal Orders. https://www.uvic.ca/law/about/indigenous/jid/index.php The program is just moving into its third year. There is lots to say about it, but a huge piece involves the work of shifting pedagogies for teaching law, including questions about land-based learning, art practices, embodiment and more. We are all ‘baby-learners’ (building the airplane while flying it?), and are spending quite a bit of energy on questions about how teaching and learning might happen both inside and outside of conventional institutional structures. I am also the associate director of the Indigenous Law Research Unit (ILRU) at UVic. https://www.uvic.ca/law/about/indigenous/indigenouslawresearchunit/index.php. ILRU works in partnership with Indigenous communities (by their invitation only) on projects involving Indigenous law (ie. The law of their own legal order, not of the Canadian state). These projects focus on community goals and community based education, and implementation of indigenous law within the community. Lots of learning on our side about pedagogies of practice. Much of my teaching and research is within the conventional shapes of law school practice. I teach business associations, criminal law, legal theory, Indigneous legal methodologies, and Inuit law and film. The ‘non-conventional’ part has involved drawing project-based pedagogy into the classroom (so that students can work on legal ideas through formats including art, song, food, theatre, and more). A colleague and I (the wonderful Gillian Calder) have been working on a blogsite to make those projects more accessible to others (so the students can share the work and thinking they have done through these more embodied pegagogies of learning). The site is still under construction, but you can see it here. https://onlineacademiccommunity.uvic.ca/projectpedagogy/ I have been struck in listening to people’s introductions by the common expression of feeling like the outsider to the group, and that is a feeling I share. I am really excited to be reminded that we are all doing movements along the lines of what is newly possible in the context of our very different placements. I am honoured to be part of this conversation, and already feel nourished by people’s bravery in articulating the fears, and also sharing stories of what seems possible from the places were are at. Very much looking forward to spending virtual time with you all tomorrow! Rebecca Rebecca Johnson Professor of Law | Associate Director, Indigenous Law Research Unit University of Victoria, Faculty of Law PO Box 1700, STN CSC, Victoria, BC, Canada V8W 2Y2 T: 250-721-8187 | E: rjohnson(a)uvic.ca<mailto:[email protected]> Traditional lands of the Xwsepsum (Esquimalt) and Lekwungen (Songhees) families. Co-curator, Project Pedagogy: https://onlineacademiccommunity.uvic.ca/projectpedagogy/ Co-curator, #ReconciliationSyllabus: https://reconciliationsyllabus.wordpress.com/ Personal webpage: https://rebeccaj63.wordpress.com/ From: GTA-PeDAGoG <gta-pedagog-bounces(a)lists.ourproject.org> on behalf of Sadia Sohail <Sadia.Sohail(a)in.boell.org> Reply-To: "PeDAGoG: Post-Development Academic-Activist Global Group" <gta-pedagog(a)lists.ourproject.org> Date: Tuesday, July 7, 2020 at 4:16 AM To: "gta-pedagog(a)lists.ourproject.org" <gta-pedagog(a)lists.ourproject.org> Subject: [PeDAGoG] Introduction! Notice: This message was sent from outside the University of Victoria email system. Please be cautious with links and sensitive information. Dear members of this group, Let me also take this opportunity to introduce myself. I am Sadia Sohail, working as a programme coordinator at the Delhi office of Heinrich Boll Stiftung, a German foundation affiliated to the Green Party. We at our office are increasingly engaging ourselves in discovering and learning about pedagogies of ecology, gleaning from the traditional knowledge systems, methodologies and mediums of documentation that people at large can resonate with. We hope to share with the group our experiments on that front soon. Having said that and as some of the other colleagues mentioned, I am here to learn and gain from the work that many of you are doing. Looking forward to the exchange. best regards, Sadia

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Open Discussion and Updates (July 2020)
by Brandon Liu 06 Jul '20

06 Jul '20

Dear PeDAGoG community, Welcome to all the new members who have joined! We would love to have you introduce yourselves to the group if you haven't already. At the beginning of each month, I send out an email for "open discussion and updates" as a way to invite everyone to share something that's on their mind with the group. It could be to initiate discussion on a topic or share recent updates from one's own work. Feel free to reply directly to this email or start a new thread. Anything relating to alternative teaching and learning experiences, materials, tools, and perspectives relating to the themes of post-development, broadly understood, would be most welcome. Best, Brandon

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