I second this film recommendation by Christian. While the contrast between indigenous ways of learning and understanding and dominant/hegemonic modern Western forms of education is quite starkly drawn - as indeed is the contrast between indigenous and modern Western capitalist ways of life more generally - this very starkness can be useful pedagogically in challenging university students to question some of their most deeply ingrained preconceptions and prejudices about education and schooling. What I find especially moving and poignant about this film is its depiction of the impact of colonial Western education projects on indigenous families and communities, with community elders persuaded of their own uselessness, disillusioned young people brainwashed into leaving their communities to pursue the Western capitalist dream finally confronted with the ultimate fraudulence and emptiness of that promise (reminiscent in some ways of Shevek's journey to Urras in Le Guin's 1974 anarchist utopian novel The Dispossessed: 'Here you see the jewels, there you see the eyes. And in the eyes you see the splendor, the splendor of the human spirit. Because our men and women are free—possessing nothing, they are free. And you the possessors are possessed. You are all in jail. Each alone, solitary, with a heap of what he owns. You live in prison, die in prison. It is all I can see in your eyes—the wall, the wall!'), and people of all ages coming to see themselves as failures in a system explicitly designed/rigged to ensure that most 'fail' in order that others might prosper at their expense. For those considering using the film in their own classes, I recommend pairing it with the documentary 'Life and Debt (https://www.imdb.com/title/tt0284262/), a 2001 film which examines the effects of globalisation on Jamaican industry and agriculture (this film was an eye-opener for many of the first-year students in my Introduction to Globalisation module). The painting 'American Progress' (1872), by John Gast, is a useful visual aid. In terms of accompanying scholarly literature, I recommend Leanne Betasamosake Simpson, Dancing on Our Turtle's Back: Stories of Nishnaabeg Re-creation, Resurgence, and a New Emergence (ARP Books, 2011); Leanne Betasamosake Simpson, As We Have Always Done: Indigenous Freedom through Radical Resistance (University of Minnesota Press, 2021); Taiaiake Alfred, Wasase: Indigenous Pathways of Action and Freedom (University of Toronto Press, 2005); and Ivan Illich, Deschooling Society (Harper and Row, 1971). Best wishes, Laurence (with apologies for any typos or errors in this email, as I am composing it in a train with unstable internet connection) Department of Government and Politics, University College Cork, Ireland http://publish.ucc.ie/profiles/B007/ldavis ________________________________ From: GTA-PeDAGoG <[email protected]> on behalf of Manish Jain <[email protected]> Sent: 29 May 2023 18:40 To: PeDAGoG: Post-Development Academic-Activist Global Group <[email protected]> Subject: Re: [PeDAGoG] Schooling the World [EXTERNAL] This email was sent from outside of UCC. thanks for sharing christian. i would love to hear your reactions. best wishes, manish On Monday, May 1, 2023 at 03:55:47 AM GMT+5:30, Christian Stalberg <[email protected]> wrote: Perhaps most of you know this film. I did not until now. A must view! https://www.filmsforaction.org/watch/schooling-the-world-2010/ Schooling the World (2010) If you wanted to change an ancient culture in a generation, how would you do it? You would change the way it educates its children. The U.S. Government knew this in the 19th century when it forced Native American children into government boarding schools. Today, volunteers build schools in traditional societies around the world, convinced that school is the only way to a 'better' life for indigenous children. But is this true? What really happens when we replace a traditional culture's way of learning and understanding the world with our own? SCHOOLING THE WORLD takes a challenging, sometimes funny, ultimately deeply disturbing look at the effects of modern education on the world's last sustainable indigenous cultures. _______________________________________________ GTA-PeDAGoG mailing list [email protected]<mailto:[email protected]> http://lists.ourproject.org/mailman/listinfo/gta-pedagog

[like] Laurence Davis reacted to your message: ________________________________ From: GTA-PeDAGoG <[email protected]> on behalf of Kelly Teamey <[email protected]> Sent: Tuesday, May 30, 2023 12:34:03 AM To: PeDAGoG: Post-Development Academic-Activist Global Group <[email protected]> Subject: Re: [PeDAGoG] Schooling the World [EXTERNAL] This email was sent from outside of UCC. Hello everyone I used this film ʻSchooling the Worldʻ for similar reasons with students in International Development and in Education when working in academia in the UK. It led to some wonderful discussions. Also ʻInuit Knowledge and Climate Changeʻ<http://www.isuma.tv/inuit-knowledge-and-climate-change> which was the first full film in the Inuktitut language made by Isuma (an Inuit media company) led to some great debates. My husband, Udi Mandel and I made two documentaries that each provide an in-depth account of current(ish) examples indigenous ways of knowing, learning, relating while also balancing devastating colonial impacts past and present. One film, ʻRe-Learning the Land: A Story of Red Crow College<https://vimeo.com/128091605>ʻ is an in-depth account of Red Crow College in Blackfoot territory in what is now Alberta, in southern Canada, where in a former residential school, a tribal college was in process of reclaiming Blackfoot paradigmatic pedagogies through most of their teaching in the school. We completed the film in 2014. Tragically, due to neo-colonial politics, the approach and program was disbanded by leadership a couple of years after the film was made, and the building was burned down soon after. That said, the film offers some enriching stories from those that not only were teaching at the college, but several of whom were forced through schooling themselves in that exact residential school. The other film, "Re-Learning Hope: A Story of Unitierra<https://vimeo.com/172681670>" is an in-depth account of the Universidad de la Tierra in Oaxaca as it was then in 2013. We finished the film in 2016 and by that point there had been many changes within Unitierra. That said, it is a useful account of post-development in action and there are some wonderful interview sections with Gustavo Esteva. Both films can be found at Films for Action and they are also freely accessible on our vimeo page, Multisense Media. Iʻve added links to each film above! We are also still in process of finishing a film on Swaraj University and Gaia University - both are in their last stages of editing! Aloha from Hawaiʻi Kelly On Mon, May 29, 2023 at 10:44 AM Laurence Davis <[email protected]<mailto:[email protected]>> wrote: I second this film recommendation by Christian. While the contrast between indigenous ways of learning and understanding and dominant/hegemonic modern Western forms of education is quite starkly drawn - as indeed is the contrast between indigenous and modern Western capitalist ways of life more generally - this very starkness can be useful pedagogically in challenging university students to question some of their most deeply ingrained preconceptions and prejudices about education and schooling. What I find especially moving and poignant about this film is its depiction of the impact of colonial Western education projects on indigenous families and communities, with community elders persuaded of their own uselessness, disillusioned young people brainwashed into leaving their communities to pursue the Western capitalist dream finally confronted with the ultimate fraudulence and emptiness of that promise (reminiscent in some ways of Shevek's journey to Urras in Le Guin's 1974 anarchist utopian novel The Dispossessed: 'Here you see the jewels, there you see the eyes. And in the eyes you see the splendor, the splendor of the human spirit. Because our men and women are free—possessing nothing, they are free. And you the possessors are possessed. You are all in jail. Each alone, solitary, with a heap of what he owns. You live in prison, die in prison. It is all I can see in your eyes—the wall, the wall!'), and people of all ages coming to see themselves as failures in a system explicitly designed/rigged to ensure that most 'fail' in order that others might prosper at their expense. For those considering using the film in their own classes, I recommend pairing it with the documentary 'Life and Debt (https://www.imdb.com/title/tt0284262/), a 2001 film which examines the effects of globalisation on Jamaican industry and agriculture (this film was an eye-opener for many of the first-year students in my Introduction to Globalisation module). The painting 'American Progress' (1872), by John Gast, is a useful visual aid. In terms of accompanying scholarly literature, I recommend Leanne Betasamosake Simpson, Dancing on Our Turtle's Back: Stories of Nishnaabeg Re-creation, Resurgence, and a New Emergence (ARP Books, 2011); Leanne Betasamosake Simpson, As We Have Always Done: Indigenous Freedom through Radical Resistance (University of Minnesota Press, 2021); Taiaiake Alfred, Wasase: Indigenous Pathways of Action and Freedom (University of Toronto Press, 2005); and Ivan Illich, Deschooling Society (Harper and Row, 1971). Best wishes, Laurence (with apologies for any typos or errors in this email, as I am composing it in a train with unstable internet connection) Department of Government and Politics, University College Cork, Ireland http://publish.ucc.ie/profiles/B007/ldavis ________________________________ From: GTA-PeDAGoG <[email protected]<mailto:[email protected]>> on behalf of Manish Jain <[email protected]<mailto:[email protected]>> Sent: 29 May 2023 18:40 To: PeDAGoG: Post-Development Academic-Activist Global Group <[email protected]<mailto:[email protected]>> Subject: Re: [PeDAGoG] Schooling the World [EXTERNAL] This email was sent from outside of UCC. thanks for sharing christian. i would love to hear your reactions. best wishes, manish On Monday, May 1, 2023 at 03:55:47 AM GMT+5:30, Christian Stalberg <[email protected]<mailto:[email protected]>> wrote: Perhaps most of you know this film. I did not until now. A must view! https://www.filmsforaction.org/watch/schooling-the-world-2010/ Schooling the World (2010) If you wanted to change an ancient culture in a generation, how would you do it? You would change the way it educates its children. The U.S. Government knew this in the 19th century when it forced Native American children into government boarding schools. Today, volunteers build schools in traditional societies around the world, convinced that school is the only way to a 'better' life for indigenous children. But is this true? What really happens when we replace a traditional culture's way of learning and understanding the world with our own? SCHOOLING THE WORLD takes a challenging, sometimes funny, ultimately deeply disturbing look at the effects of modern education on the world's last sustainable indigenous cultures. _______________________________________________ GTA-PeDAGoG mailing list [email protected]<mailto:[email protected]> http://lists.ourproject.org/mailman/listinfo/gta-pedagog _______________________________________________ GTA-PeDAGoG mailing list [email protected]<mailto:[email protected]> http://lists.ourproject.org/mailman/listinfo/gta-pedagog

Hi Andreas I spent some time working in Bangladesh during 2006-2008 through a project I was working on and I do have a couple of contacts that might help. Please email me separately at [email protected] Thanks! Kelly On Sat, Jun 3, 2023 at 4:17 AM Dr. Andreas Weber < [email protected]> wrote:

dear everyone,

a student of mine (origin: EU, Bard College Berlin) with great abilities and profound interest in postcolonialism and animistic approaches will spend the fall term at a university in Dhaka/Bangladesh. I am trying to scout some interesting contacts for them. Is there anyone who can/likes to help?

thanks to all! andreas

Dr. Andreas Weber Westendallee 111 14052 Berlin + 49 170 811 84 92 biologyofwonder.org @biopoetics

new book out: https://in.boell.org/en/2020/12/24/sharing-life-ecopolitics-reciprocity

[image: Immagineallegata-10.png] _______________________________________________ GTA-PeDAGoG mailing list [email protected] http://lists.ourproject.org/mailman/listinfo/gta-pedagog

Hello Manish. Well, I would say that both Kelly and Laurence have stated what I would say myself. There is so much to unpack around education, of the ancient and of the modern. Reconciling the ancient with the modern is truly one of the great challenges of the moment. Let me start off by stating that I was greatly encouraged by the IPCC authors when in their Working Group II report (Impacts, Adaptation and Vulnerability), they pointed to the importance of integrating ‘indigenous and local knowledge’ in research and adaptation. Now even scientists understand that our dominant epistemology is a failure. I will now add two additional trains of thought. One from a biomimicry perspective, the other from a technology perspective. In my MS in Biomimicry studies I learned that life has been evolving on Earth for 3.8 billion years. Homo sapiens has only been here for around 200,000 years. While most of the attention on biomimicry today is from the capitalists who see it as an emerging new market with great profit making potential, the take away lesson for me is more along the lines of the need for biocentrism to replace anthropocentrism. In my coursework I had a fair amount of biology about life and the miraculous properties of Nature that have evolved…the forms, processes and systems. We are surrounded by miracles that are harmonious and non-contaminating. Of course the indigenous have known this for millennia as Nature is the great teacher. In my biomimicry studies the curriculum broke it down into 3 parts, as follows: Nature as a Model Nature with its 3.8 billion years of evolution has created conditions conducive to life encompassing both biotic and abiotic factors. Nature as the most tested and developed system in existence. The forms, processes and ecosystems we find in nature where we find life principles in operation. Characteristics include, but are not limited to, the following: organisms that manufacture without “heat, beat and treat”; life-friendly chemistry; biological adhesion and friction; organisms whose waste products are another’s resource; positive and negative feedback loops; and, systems fueled by sunlight. Nature is the ultimate model against which all human endeavors can and should be measured. When evaluating a human endeavor, asking the question: what would nature do here? Nature as a Measure Utilizing life-centered benchmarks and standards found in nature against which properties of human endeavors can be quantitatively compared. When evaluating a human-generated solution, quantifying the degree to which that solution emulates nature. In other words, when evaluating a human endeavor, asking ourselves the question “what wouldn’t nature do here”, but doing so in measurable terms. Nature as a Mentor Nature’s operations perfected over 3.8 billion years and millions of species can teach us much. Valuing nature for what we can learn, rather than what we can extract. Nature has set the expectations and established the design rules for life on earth. When evaluating a human endeavor asking ourselves the question “what would or wouldn’t nature do here, and why or why not?” Now from a technological point of view, I am keenly interested in bringing back the discussion around ‘appropriate technology’. What constitutes ‘appropriate’ is a matter of great debate, no? While so much technology is driven by capitalist greed with no considerations of the ethical, moral or value impacts they might bring about on humans or non-human species, there are some advanced (modern) technologies that it could be argued are beneficial. Take satellites as one example. Let’s add additional complexity now to the consideration of satellites as a ‘beneficial’ technology, say the ecologically destructive extractivism in order to obtain rare earth minerals the technology requires as inputs. Satellites can assist us in understanding Earth systems which is good. Conversely, telecommunications satellites are used to commit cultural genocide while promoting materialism, consumerism and ecological destruction as their byproducts. So…what to do? What I can say is that the decisions about what is ‘appropriate technology’ should not be driven by capital. Let me end here by saying that what we’re talking about here is nothing short of transformational change. Revolutionary change. I’m with Nelson Mandela when he says, “Education is the most powerful weapon which you can use to change the world.” Thank you for listening! __ Christian Stalberg Doctoral Student Anthropology & Social Change CIIS, San Francisco, CA “All that is necessary for the triumph of evil is that good men do nothing.” – Edmund Burke “Go to where the silence is and say something.” – Amy Goodman "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 From: GTA-PeDAGoG <[email protected]> On Behalf Of Manish Jain Sent: Monday, May 29, 2023 10:40 AM To: PeDAGoG: Post-Development Academic-Activist Global Group <[email protected]> Subject: Re: [PeDAGoG] Schooling the World thanks for sharing christian. i would love to hear your reactions. best wishes, manish On Monday, May 1, 2023 at 03:55:47 AM GMT+5:30, Christian Stalberg <[email protected]<mailto:[email protected]>> wrote: Perhaps most of you know this film. I did not until now. A must view! https://www.filmsforaction.org/watch/schooling-the-world-2010/ Schooling the World (2010) If you wanted to change an ancient culture in a generation, how would you do it? You would change the way it educates its children. The U.S. Government knew this in the 19th century when it forced Native American children into government boarding schools. Today, volunteers build schools in traditional societies around the world, convinced that school is the only way to a 'better' life for indigenous children. But is this true? What really happens when we replace a traditional culture's way of learning and understanding the world with our own? SCHOOLING THE WORLD takes a challenging, sometimes funny, ultimately deeply disturbing look at the effects of modern education on the world's last sustainable indigenous cultures. _______________________________________________ GTA-PeDAGoG mailing list [email protected]<mailto:[email protected]> http://lists.ourproject.org/mailman/listinfo/gta-pedagog

Hello Manish. Well, I would say that both Kelly and Laurence have stated what I would say myself. There is so much to unpack around education, of the ancient and of the modern. Reconciling the ancient with the modern is truly one of the great challenges of the moment. Let me start off by stating that I was greatly encouraged by the IPCC authors when in their Working Group II report (Impacts, Adaptation and Vulnerability), they pointed to the importance of integrating ‘indigenous and local knowledge’ in research and adaptation. Now even scientists understand that our dominant epistemology is a failure. I will now add two additional trains of thought. One from a biomimicry perspective, the other from a technology perspective. In my MS in Biomimicry studies I learned that life has been evolving on Earth for 3.8 billion years. Homo sapiens has only been here for around 200,000 years. While most of the attention on biomimicry today is from the capitalists who see it as an emerging new market with great profit making potential, the take away lesson for me is more along the lines of the need for biocentrism to replace anthropocentrism. In my coursework I had a fair amount of biology about life and the miraculous properties of Nature that have evolved…the forms, processes and systems. We are surrounded by miracles that are harmonious and non-contaminating. Of course the indigenous have known this for millennia as Nature is the great teacher. Now from a technological point of view, I am keenly interested in bringing back the discussion around ‘appropriate technology’. What constitutes ‘appropriate’ is a matter of great debate, no? While so much technology is driven by capitalist greed with no considerations of the ethical, moral or value impacts they might bring about on humans or non-human species, there are some advanced (modern) technologies that it could be argued are beneficial. Take satellites as one example. Let’s add additional complexity now to the consideration of satellites as a ‘beneficial’ technology, say the ecologically destructive extractivism in order to obtain rare earth minerals the technology requires as inputs. Satellites can assist us in understanding Earth systems which is good. Conversely, telecommunications satellites are used to commit cultural genocide while promoting materialism, consumerism and ecological destruction as their byproducts. So…what to do? What I can say is that the decisions about what is ‘appropriate technology’ should not be driven by capital. Let me end here by saying that what we’re talking about here is nothing short of transformational change. Revolutionary change. I’m with Nelson Mandela when he says, “Education is the most powerful weapon which you can use to change the world.” Thank you for listening! __ Christian Stalberg Doctoral Student Anthropology & Social Change CIIS, San Francisco, CA “All that is necessary for the triumph of evil is that good men do nothing.” – Edmund Burke “Go to where the silence is and say something.” – Amy Goodman "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 From: GTA-PeDAGoG <[email protected]<mailto:[email protected]>> On Behalf Of Manish Jain Sent: Monday, May 29, 2023 10:40 AM To: PeDAGoG: Post-Development Academic-Activist Global Group <[email protected]<mailto:[email protected]>> Subject: Re: [PeDAGoG] Schooling the World thanks for sharing christian. i would love to hear your reactions. best wishes, manish On Monday, May 1, 2023 at 03:55:47 AM GMT+5:30, Christian Stalberg <[email protected]<mailto:[email protected]>> wrote: Perhaps most of you know this film. I did not until now. A must view! https://www.filmsforaction.org/watch/schooling-the-world-2010/ Schooling the World (2010) If you wanted to change an ancient culture in a generation, how would you do it? You would change the way it educates its children. The U.S. Government knew this in the 19th century when it forced Native American children into government boarding schools. Today, volunteers build schools in traditional societies around the world, convinced that school is the only way to a 'better' life for indigenous children. But is this true? What really happens when we replace a traditional culture's way of learning and understanding the world with our own? SCHOOLING THE WORLD takes a challenging, sometimes funny, ultimately deeply disturbing look at the effects of modern education on the world's last sustainable indigenous cultures. _______________________________________________ GTA-PeDAGoG mailing list [email protected]<mailto:[email protected]> http://lists.ourproject.org/mailman/listinfo/gta-pedagog