[PeDAGoG] Stimulating points ... and some additional reflections (and points for 8th July meeting)

[Callie Berman]

For Ashish and Brandon, thank you for your efforts in creating these spaces
and an abode for compassionate thinking. My toeing of the formality line
shows I simply hadn't taken the time to familiarize myself with the group
more!
In which case, and to everyone connecting through this group, I am very
much looking forward to meeting those of you who can attend on the 8th.
Should be a wonderful opportunity to hear some of your stories and to
discuss learning across the wealth of life experiences.

Hasta miércoles,

Callie

On Sun, Jul 5, 2020 at 6:45 PM Brandon Liu <brandon.k.liu at gmail.com> wrote:

> Very well said, Ashish -- looking forward to discussing all these things
> on Wednesday. (For those who haven't registered yet, do register here:
> https://us02web.zoom.us/meeting/register/tZwrd-ugpj0pHNZzsKmYwGZAMgPUkRbpnDOO
> )
>
> I would like to weave together what Ashish said in the first half of his
> email about different ways of learning and knowing and with what Ashish
> wrote at the end about formal degree attainment and the inclusivity of
> PeDAGoG. In my personal opinion, one of the most important pieces of a
> radical pedagogy is to decolonize our minds of the notion that institutions
> of formal education and the narrow pathways of degree attainment hold the
> greatest claims to knowing and learning. Oftentimes, it is quite the
> contrary! Indeed, much of the inequality of the world today is created and
> reproduced by the belief the "educated" are the anointed and the
> "uneducated" are too ignorant to manage their own affairs. I exaggerate,
> but only slightly.
>
> In essence, I take PeDAGoG to be inclusive to "non-scholars" not because
> we are "open to people at all rungs of the academic ladder," but because we
> reject the preeminence of such a ladder, if we consider it to be a ladder
> at all. Given that the majority of members here do hold academic positions,
> I think such a perspective is important to make PeDAGoG a fully inclusive
> space in which all members are respected for their contributions, no matter
> their educational attainment.
>
> I'd like to express to anyone who has felt unsure about belonging here:
> You are welcome here and we are happy that you are here with us. If there's
> anything I can do to make this space more inclusive (including other
> dimensions apart from academic qualifications), please message me to let me
> know.
>
> Brandon
>
> Le sam. 4 juil. 2020 à 22:39, Ashish Kothari <ashishkothari at riseup.net> a
> écrit :
>
>> 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; 91-20-25675450http://kalpavriksh.orgwww.vikalpsangam.org www.radicalecologicaldemocracy.orgwww.iccaconsortium.orgwww.acknowlej.org http://ashishkothari51.blogspot.in/
>> Twitter: @chikikothari
>>
>>
>> On 06/06/20 10:55 am, singhvan at 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 at lists.riseup.net>
>> <pedagog at lists.riseup.net>
>> *To: *"Wendy Harcourt" <harcourt at iss.nl> <harcourt at iss.nl>
>> *Cc: *"PeDAGoG" <pedagog at lists.riseup.net> <pedagog at lists.riseup.net>,
>> "Ashish Kothari" <ashishkothari at riseup.net> <ashishkothari at 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 at iss.nl> 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-contribution/
>>>
>>> <https://www.convivialthinking.org/index.php/collaboration/calls-for-contribution/>
>>> calls, events, conferences – Convivial Thinking
>>> <https://www.convivialthinking.org/index.php/collaboration/calls-for-contribution/>
>>> 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
>>>
>>>
>>>
>>> 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
>>> 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
>>>
>>>
>>> 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
>>>
>>>
>>>
>>>
>>>
>>>
>>> ------------------------------
>>> *From:* pedagog-request at lists.riseup.net <
>>> pedagog-request at lists.riseup.net> on behalf of Ashish Kothari <
>>> ashishkothari at riseup.net>
>>> *Sent:* 24 May 2020 09:31
>>> *To:* PeDAGoG <pedagog at lists.riseup.net>
>>> *Cc:* Ashish Kothari <ashishkothari at riseup.net>
>>> *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.globaltapestryofalternatives.org%2Fpedagog&data=02%7C01%7Charcourt%40iss.nl%7Cc89c9566b1954bf5bf4008d7ffb49a3c%7C715902d6f63e4b8d929b4bb170bad492%7C0%7C0%7C637259024347742149&sdata=y9g3JBuMLszu9SV6lXdYcxZKoyNOQFhl81%2FB3EN9sv0%3D&reserved=0>.
>>>
>>>
>>> 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:pedagog-unsubscribe at lists.riseup.net>
>>> List help: <https://riseup.net/lists>
>>>
>>
>> ---
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>> To unsubscribe: <mailto:pedagog-unsubscribe at lists.riseup.net>
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>>
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>>
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